https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 february 2018, vol. 2 no. 1 english education program faculty of teacher training and education galuh university 8 received: accepted: published: october 2017 december 2017 february 2018 improving english listening skill through language laboratory media feby akhdiyati febyakhdi@yahoo.com program pascasarjana pendidikan bahasa universitas negeri jakarta abstract the objective of research is to improve english listening ability through the use of the language laboratory at sma sandikta. this study used action research methods which involved two cycles. this study was conducted at sandikta senior high school xi ipa. school year 2014/2015.the research carried out at the beginning of january to may 2015. based on the data from the pre test, it shows that the students’ competencies in listening english is still low.after given treatment throughout the cycles (planning, acting, observing, and reflecting)and the result of post tests, the students’ ability in listening english had been improved. qualitative data analysis shows that the students are interested and enjoyed during the process. the studernts listen better after the treatment. the results of the analysis is trengthen by quantitative data analysis which shows an increase in listening skills (listening) english. it can be seen from the data of the students, in cycle 1, average value of 60.375 students while in the cycle 2 of the average value of 81.25 students. therefore, there is improvement in english listening through language laboratory. keywords: ability, listening, language laboratory introduction there are four language skills which students need to be able to, those are listening, reading, speaking and writing. those four language skills must be learned and acquired together continuously. 9 one of the langauge skill that should be mastered by the students is the laistening skill. by having the ability in listening, students will have capability in expressing their thoughts and feelings correctly based on the context of the situation needed and catching the information by the speaker’s intention and then responding to the information itself. a child learns language through listening first. the process of listening, understanding meaning, imitating, and practicing sounds of language are done repeatedly until a child speaks fluently. the same thing happens to adults when they learn a foreign language. through listening, a person can pronounce phoneme, vocabulary, and sentence. listening skill is truly support other language skills: speaking, reading and writing. basically, listening is the ability to pay attention to the speaker and understanding for an information by peole orally. in understanding oral language, we use our knowledge about the grammar and intonation. listening is one of the important language skills in learning foreign language. in achieving language, listening is in the first stage. in fact, listening skill is the most frequently used by people who learn language. it is supported by morley. he states that “we listen twice as much language as we speak, four times as much as we read and five times as much as we write.” 1 we need a good listening skill in our daily communication. this skill is very important for every language user. without a proper listening ability, there will be misunderstanding toward the language users that cause some obstacles in doing some assignments and daily activities. learning about listening skill has an important role in learning a language. however, listening has not been given properly. it’s still given inappropriately, using limited methods. it makes the students bored and they are not feeling motivated to learn listening. according to nurgiantoro, those things become 1 j. morley, listening comprehension in second\foreign language instruction. in m. celce murcia (ed.), teaching english as a second or foreign language (boston: heinle & heinle,1991), p.81 10 problems because not every language teacher teaches listening and one at a time gives a test of listening. 2 the implementation of learning english at schools, especially listening, is not so much attracted. that is caused by minimum supportive infrastructure in every school. without a proper listening ability, there will be misunderstanding toward the language users that cause some obstacles in doing some assignments and daily activities. in spite of that, listening skill need to get more attention in the process of learning english language at schools. teaching listening for eleventh graders at sandikta senior high school faces the same problem. that is caused by a big number of students, individual ability differences, not so attractive of the material, and not conducive learning environment. based on the early observation, listening skill of eleventh graders sandikta senior high school, still needs improvement and hasn’t reach the minimum score of the subject. that is proven by the class average score which less than 70. the writer assumes the media of language laboratory can increase listening skill. teaching english at the language laboratory gives the real experience of learning the language. through practicing english in the laboratory, the writer believes teaching will be much more effective. teaching which involves mind and the five senses, would be more effective to the students’ process of learning. the use of media can enhance students’ motivation in listening. the use of media attracts students’ attention so that the teaching learning process is much more meaningful. in addition, the technology in the language laboratory makes the relationship between teacher and students closer. listening becomes fun and not boring. the language laboratoty has many strengths than any other media of listening. ocassionally, teacher and students can not take the benefit of the language laboratory. 2 burhan nurgiyantoro, penilaian pembelajaran bahasa berbasis kompetensi (yogyakarta: bpfeyogyakarta, 2010), h. 353 11 from the aformetioned background, the writer tries to focus on the research of the language laboratory which entitled “enhancing english listening skill by means of language laboratory: action research to eleventh graders of sandika senior high school bekasi” method this study used an action research in which blend the qualitative and quantitative approach. the steps of doing this study were adopted from kemmis and mc taggart: planning, action, observing, and reflecting. 3 this study was done in two cycles. the subject of this study were the students of eleventh grade of senior high school sandikta bekasi from science department. this study involved 40 students and single study. this study started on april until june 2014. there were 3 times treatments in three meetings and once for test. the quantitative data was gained through the statistical calculation to see the difference of initial ability between the 1 st and the 2 nd cycles. that results were based on the data from the test. besides, the qualitative data were gotten the process description and the result of learning which is systematically arranged. it is started from the situation, the situation before the treatment, observation condition on the process treatment to the subject of the study, the location of the study, the purpose of the study, the steps of learning, and the result of the study. the data analyses were done both qualitatively and quantitatively. qualitatively, the data analyses were from the observation sheet, teacher’s and student’s journal, transcribe of interview, and documentation. observations were done in the classroom and language laboratory in a way to make sure that the process ran well. observation is started from the pre experiment and along the teaching and learning process. the study used the documentation from what happened along the experiment to introduce and enhance listening skill. the supporting data analyses were taken from the pictures along the teaching learning 3 kemmis s dan r. mc. taggart, the action research planner ( victoria: deakin university, 1990), h. 11. 12 process. meanwhile, quantitatively, the data analyses were done by comparing the score achieved through the average or gain scores’ students in every test of cycles. findings and discussion after the data collection and analyses, the finding of qualitative data is displayed below. 1) cycle 1 the result of listening in the language laboratory in first cycle rised. the gaining scores of 40 students was 2145 with 60,375 average score. figure 4.1 the result of listening score in the language laboratory 2) cycle 2 from the first cycle, it can be seen that there were increasing listening scores of the students learning at the language laboratory. there were 3250 from 40 students with the average score of 81,25. 0 10 20 30 40 50 60 70 80 90 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 cycle 1 siklus 1 13 figure of cycle 2 one of the indicator of successful learning is the active involvement of students in the classroom. students are enthusiastic and interested in the learning, so that there are the increasing scores of the tests. the different achievement of the students can be seen from the score and the average score written or oral practice. in the process of learning, students seemed to be happy and active although there’re some students neglect the process. figure of the average from cycle 1 and 2 0 20 40 60 80 100 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 cycle 2 siklus 2 0 10 20 30 40 50 60 70 80 90 1 2 average rata-rata 14 based on the action research on the enhancement of listening skill of eleventh grade of senior high school sandikta, found that there were 2 cycles. those finding were drawn from the quantitative and qualitative data. there were increasing points of listening skill by the eleventh grade students of senior high school sandikta. the increasing points can be seen from the progress, creativity, productivity of students in learning the listening skill. in spite of that, the increasing point is also depicted from the last tests from both cycles. those increasing points were gained by the use of language laboratory which build the atmosphere of learning by doing. by that, students were free to express their ability and find their potential. the use of the laboratory media in enhancing students’ listening scores creates a good athmospere for stduents. they feel more motivated. it was signed by the active involvement of students in the learning process. the spirit of creativity, productivity, and competency give positive energy to the result of each test across cycles. the increasing test’s score of vocabulary were found from the pretest, final test of cycle 1 until final test of cycle 2. the langauge laboratory gives positive influece toward the enhanceent of listening skill. the enhancement of students’ creativity and productivity in the small langauge laboratory creates the possibility of enhancement in other language skills. it makes the teaching learning process more meaningful to the students. conclusions the media of language laboratory can be used in vocabulary learning. the questions of this study focus on puzzle of words. language laboratory used in every session of the teaching learning process. the use of media of laboratory increase the english vocabulary mastery in listening skill of eleventh grade students of senior high sandikta bekasi. the marking was taken from score of pretest (45), final test in cycle 1 (60,375), and final test in cycle 2 (81,25). 15 references celce, marienne and murcia. (2001). teaching english as a second or foreign language. boston: heinle & heinle publisher h.g tarigan. (2008). menyimak sebagai suatu keterampilan berbahasa. bandung: angkasa j. morley. (1991). listening comprehension in second\foreign language instruction. in m. celce murcia (ed.), teaching english as a second or foreign language. boston: heinle & heinle nurgiyantoro, burhan. (2010). penilaian pembelajaran bahasa berbasis kompetensi yogyakarta: bpfe-yogyakarta pedoman penulisan artikel jurnal imiah. (2011). jakarta: program pascasarjana universitas negeri jakarta morse c, willian and g.max wingo. (1969). psychology and teaching. michigan: acott, foresman and company quirk, sir r. (1987). contemporary english. england: longman group mcdonough, jo and chistopher shaw. (2005). materials and methods in elt. oxford: blackwell publishing marienne celce, and murcia. (2001). teaching english as a second or foreign language. boston: heinle & heinle publisher kemmis s dan r. mc. taggart. (1990). the action research planner. victoria: deakin university https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 february 2018, vol. 2 no. 1 english education program faculty of teacher training and education galuh university 50 received: accepted: published: october 2017 december 2017 february 2018 the sophomores’ perspective on engaging ted-ed website in enhancing sophomores’ vocabulary mastery sri asti ramdhani astiramdani25@gmail.com galuh university asiyah mumtahanah khoiruzzahra asiyahmumtahanah7@gmail.com galuh university abstract ted-ed (technology, entertainment, design,-education) is an educational and initiative website for youth that can be used by teachers or lecturers to spark and celebrate the ideas to teach the sophomores around the world. the study is aimed at investigating the sophomores’ perspective toward vocabulary learning activities through ted-ed website. the writers employed a qualitative metodology under a crosssectional survey technique. under this technique, the writers administered the questionnaire to 20 sophomores. the results of the first research question showed that 40% of the respondents answered that ted-ed website can improve vocabulary mastery, 40% of the respondents asserted that ted-ed website helps the sophomores to understand the material. meanwhile, 20% of the respondents stated that ted-ed website can make the lesson fun. the results of the second research question asserted that 60% of the respondents claimed that they found the obstacle because of the unsupported facilities, whereas 20% of the respondents answered that there is no abstacle on engaging to ted-ed website to have the video. furthermore, 15% of the respondents claimed that the video sometimes do not suit for the materials, and 5% of the respondent purposed that they could not understand each word from the videos. to sum up, the most of respondents perceived that teded website is very useful for them. besides, the most of the respondents perceived that they have obstacles in learning vocabulary through the videos fromted-ed website. keywords: the sophomores’ perspective, vocabulary learning, ted-ed website 51 introduction vocabulary is one of the language aspects that have to be mastered by english students, particularly the sophomore level. without mastering sufficient vocabulary, sophomore cannot express their own ideas or understand the other speaker’s expressions. unfortunately, most of the sophomores feel difficult and find boredom when they learn vocabulary in their english class. the sophomores’ difficulties and boredom normally are caused by the vocabulary factors that should be mastered by them such as: pronunciations, words classes, meanings, and dictions. those factors cannot be separated in learning vocabulary that become the essential parts in vocabulary class. to avoid the difficulties and boredom while teaching learning activities, the appropriate strategies are needed in engaging it. one of the strategies which can be applied is using interactive website, namely ted-ed website. ted-ed website is an initiative education website which creates worth sharing various lessons in short video. through using ted-ed website, the sophomores can apply the interesting videos to learn and practice vocabulary. through the selected videos provided in ted-ed website, both the lecturer and the sophomores can describe the new words, then how to spell it, afterwards apply it into sentences. to support the present study, the writers highlight three previous studies. the first previous study is undertaken by sadikin (2016) entitled: “the use of webquest for teaching english vocabulary in an efl young learners context”. the second previous study is carried out by abidin et al., (2011) entitled: “the effectiveness of using songs in youtube to improve vocabulary competence among upper secondary school studies”. the last previous study is conducted by achmad (2013) entitled: “developing english vocabulary mastery through meaningful learning approach”. regarding to the previous studies aforementioned, those are similar to the present study at which those focus on enhancing students’ vocabulary mastery. later, those previous studies are used to underpin the present study conducted by the writers. the writers set two research questions. those are: 1.) what benefits do sophomores gain from the use of ted-ed website? 2.) what obstacles do student gain from the use of ted-ed website? then, to find out the answers, the writers are going to delineate them in the discussion session. 52 method in this session, the writers explore several points to support this research methodology. the related points cover research design, participant and research site, data collection procedure and data analysis. in this present study, the writers employ qualitative methodology under a cross-sectional survey technique. it is because the writers can collect the data at one point in a time (creswell, 2012, p. 377). in addition, he also claims that this design has the advantage of measuring current attitude or practices. it also provides information in a short amount of time such as the time required or administering the survey and collecting the information (creswell, 2012, p. 377). the writers select 20 sophomores as the participants. they were selected because they conduct teaching-learning vocabulary. furthermore, the writers select one of sophomore level of university in ciamis as a research site because this research site provides vocabulary class for the sophomores. in this present study, the data were obtained by administering openended questionnaires that is suggested by dornyei and taguchi (2010, p. 37). in the process of answering the questionnaire, the writers administer the questionnaire to the participants. then, the answered questionnaire was submitted to the writers directly after the last meeting. after collecting the data, the writers analyzed the answers of the questions taken from the open-ended questionnaires qualitatively. the writers analyzed the data dealing with the engaging ted-ed website. furthermore, quantification is also employed to describe the data in percentage. findings and discussion in interpreting the data, the writers analyzed the answers written within the questionnaire. the writers identified and analyzed the questionnaire answered by the sophomores. for further data, they are described in the following table: the analysis of the students’ questionnaire n o questions answer percentage (%) 1 do you learn vocabulary class? yes, i do. 100 2 after attending the meetings, do you know well ted-ed website? yes, i do. 100 3 if you answer “yes, i do.” for the 1. the lesson becomes so fun 20 53 question number 2, what benefits do you gain from the use of teded website? 2. it helps student to understand the material 40 3. it improves vocabulary mastery 40 4 are there few obstacles in using ted-ed website during the vocabulary class? 1. yes, they are. 80 2. no, they are not. 20 5 if you answer “yes, there are” for the question number 4, what obstacles do you gain from the use of teded website? 1. aids 60 2. the videos do not suit for the materials 15 3. i could not understand each word of the video 5 4. (there is no obstacle) 20 adapted from dornyei and taguchi (2010) dealing with the findings aforementioned, those can be asserted that the writers classified the answer into some points. based on the answer, the sophomores stated that there are some benefits of using ted-ed website, those cover: ted-ed website makes a lesson fun, ted-ed website helps students to understand the material well, ted-ed website can improve the sophomore’s vocabulary mastery. moreover, the most of sophomores claimed that there are some obstacles on engaging ted-ed website and the rest of students purposed that there are no obstacles of using ted-ed website. the obstacle of using ted-ed website in teaching learning activities is that there is no aid to support the lesson within using video. there are no supporting facilities such lcd projector, sound system/speaker and etc. furthermore, the other obstacles cover: the video does not suit for the video, sophomores could not understand each word of the video. after discussing the findings of the present study, then the writers continue to answer the research questions. the answers are as follow: research question 1: what benefit do the sophomores gain from the use of ted-ed website? the evidences were taken from the answers written in the questionnaire. those evidences particularly referred to the third question written in the questionnaire, the answers 54 from the third question revealed that 40% of the respondents can improve their vocabulary mastery. the studentes found new vocabularies from the videos which is used by the teachers in teaching activities. then, 40% of the respondents revealed that ted-ed website helps them to understand the whole material by the presented videos. moreover, 20% of respondents stated that the lesson becomes so fun because of the videos. based on the evidences gained from the answers of question number three above, those lead the writers to answer the first research question that the benefits gained by the sophomores during learning and teaching vocabulary covers; (1) it helps sophomores to understand the material, (2) it improves sophomores’ vocabulary mastery, and (3) it makes the lesson becomes so fun. research question 2: what obstacle do the sophomores gain from the use of teded website? from the answers written in the questionnaire, the writers took evidences from the last question written in the questionnaire. the answers from the last question showed that 60% of the respondents obtained that the difficulties are caused by no supporting facilities to present the videos in learning vocabulary. besides, 20% of the respondents stated that they have no obstacles in learning activities. other than that, 15% of the sophomores revealed that the videos are not suitable for the materials. moreover, 5% of the respondents revealed that they could not understand each word of the video. based on the evidences obtained from the answers of question number five aforementioned, those evidences lead the writers to answer the second research question. the answer shows that there are obstacle, and there is no obstacle in using ted-ed website. the obstacles which are faced by the sophomores when they were learning vocabulary cover: (1) no supporting facilities, (2) unsuitable videos for the materials, (3) could not understand each word of the video. dealing with the present study, the writer compared between the findings gained in the present study and the findings gained in the previous studies. the first and second previous studies are similar to the present study conducted by sadikin (2006) and abidin et al., (2011) which focused on the use of website as a platform to gain an educational video to improve student’s vocabulary mastery. meanwhile, the third previous study carried out by achmad (2013) was dissimilar to the present study which focused on developing english vocabulary mastery through meaningful learning approach toward junior high school students in gorontalo. 55 conclusions related to the answers of the research questions written in discussion ession, the findings of the present study can be concluded that the benefits gained by the sophomore from ted-ed website in learning and teaching vocabularies cover: helping sophomores to understand the material, helping student to improve vocabulary mastery, and having a fun lesson. besides the benefits, they also gain the obstacles in learning vocabulary through teded website. the obstacles cover: the facilities which are not supported, the unsuitable video for the materials. references achmad, s. (2013). developing english vocabulary mastery through meaningful learning approach. international journal of linguistics, vol. 5 (5), pp. 75-97. ahmadi, m.r. (2012). improving vocabulary learning in foreign language learning through reciprocal teaching strategy. international journal of learning & development, vol. 2 (5), pp. 75-97. alqahtani. (2015). the importance of vocabulary in language learning and how to be taught. international journal of teaching and education, vol. 3, pp. 21-34. alwasilah, a.c. (2002). perspective pendidikan bahasa inggris di indonesia. bandung: cv. andira. dornyei, z., and taguchi, t. (2010). questionnaires in second language research construction, administration, and processing, 2nd edition. new york: routledge, taylor and francis elibrary. souriyavongsa, thongma. (2011) the effectiveness of using songs in youtube to improve vocabulary competence among upper secondary school studies. journal of theory and practice in language studies, vol. 1 (11), pp. 1488-1496. ray. (2013) developing of perceptions. retrieved on may 2nd 2014 from http//www.scienceideology/whatisperception (accessed on march 28th, 2017) sadikin, i. (2016) the use of webquest for teaching english vocabulary. proceedings ictte, vol. 1 (1), pp. 403-410. http://www.scienceideology/whatisperception http://www.scienceideology/whatisperception 153 https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 september 2019, vol. 3 no. 2 english education program faculty of teacher training and education galuh university received: accepted: published: juli 2019 august 2019 september 2019 implicit participants in mental process: a functional grammar analysis gartika rahmasari1, gartika.rahmasari@gmail.com1, universitas bsi bandung iis kurnia nurhayati2 iiskurnian@gmail.com2 telkom university bandung2 abstract mental processes are process of sensing and are realized by verbs of cognition, affection, perception, and volition. those types of verbs are transitive verbs, which mean they need object. this means that there is someone who senses (senser) and there is something that is sensed (phenomenon). there are three types of phenomenon, phenomenon of thing, phenomenon of act and phenomenon of fact. these two participants—senser and phenomenon—always exist in the processes, whether explicitly or implicitly. however, some clauses that are mental processes do not include one of the participants, either senser or phenomenon. there is even some data that do not include both participants. thus, the aim of this paper is to probe implicit participants that might exist in mental processes, using content analysis as a method. the result, implicit participants, namely implicit senser and implicit phenomenon, can be retrieved from sentence that comes before the mental processes. the mental processes were then paraphrased and deconstructed to form a complete mental processes that include both participants, senser and phenomenon. keywords: mental process, senser, phenomenon, implicit https://jurnal.unigal.ac.id/index.php/jall/index mailto:gartika.rahmasari@gmail.com1 mailto:iiskurnian@gmail.com2 154 introduction in systemic functional linguistics or functional grammar, there are three metafunctions discussed, one of them is clause as representations or system of transitivity. the units analyzed in system of transistivity are processes that are realized by verbs, the transitive verbs. as stated by richards et al. (1985: 298), transitive verb is a verb which takes an object. moreover, klammer ( 1995: 451) states that transitive verb is a verb that has a direct object as its complement. besides verbs, there are two other elements in mental processes, senser and phenomenon. these two participants always exist in the processes. egginns (2000: 242) stated that ―even if one participant is apparently absent, it will need to be retrieved from the context for the clause to make sense, (for example) she believed always implies she believed something or someone‖. furthermore, there is no distinction between intransitive and transitive mental processes because all mental processes potentially involve both senser and phenomenon (halliday, 1985: 112). this means that all mental process should always have two participants in it, whether if it is a single clause or clause complex, explicitly or implicitly. the purpose of this paper is to analyze data which includes mental processes with implicit participant. the data is taken from a novel entitled blood canticle (2003) by anne rice. method this research is a qualitative research with content analysis as a research method. content analysis goal is purely descriptive, allowing the identification of patterns and frequencies of occurrences (carlson, 2008). in this paper, content analysis is conducted in three steps: discussing the concept of power relations by foucault, discussing strategies in power relations, and making connection between the concept of power relations as well as the strategies of power relations with the power relations experienced by the characters in the novel. content analysis is done in three steps. first step, a researcher starts analysis by looking for certain symbols. second step, the researcher makes classification based on certain criteria. third step, the researcher makes some prediction using a certain analysis technique. 155 participants in mental processes mental processes are processes of sensing. this means that mental processes involve the clauses of feeling, thinking, and perceiving (halliday, 1985). furthermore, mental processes are concerned with our experience of the world of our own consciesness (halliday and matthiesen, 2004: 197). in other words, mental processes involve ―not material action but phenomena best described as states of mind or psychological events…, tend to be realized through the use of verbs like think, like, know, … puzzle‖ (bloor and bloor, 1995: 116). in mental processes, the processes are realized by three types of verbs (eggins, 2000: 241). the first verb, cognition, includes processes such as thinking, knowing and understanding, for example i don’t know him. the second verb, affection, includes processes such as liking, loving and fearing, for example he hates clowns. the third verb, perception, includes processes such as seeing and hearing, for example raymond heard the woman screaming. graham lock added another type of verbs in mental processes, which is volition, including processes of wanting, needing, and wishing. for example, the baby wanted to drink milk (lock, 1996: 105). besides processes or verbs, there are other participants can be found in mental processes, namely senser and phenomenon. these two elements are called participants. in mental process, there are always two participants involved. senser is ―the one that ‗senses‘ –feels, thinks, wants or perceives, for example mary in mary liked the gift‖ (halliday and matthiesen, 2004: 201). senser must be a conscious being that can be replaced by she, he, they but not it. on the other hand, phenomenon is something that is ―felt, thought, wanted, or perceived ... it maybe not only a thing, but also an act or fact‖ (halliday and matthiesen, 2004: 203). phenomenon of thing is ―realized by a noun group, or an event, realized by a nonfinite ving or v clause‖ (lock, 1996: 106). i recognized him senser process: mental phenomenon: thing 156 phenomenon of act is ― a configuration of a process, participants involved in that process and possibly attendant circumstances‖ (halliday and matthiesen, 2004: 204). furthermore, phenomenon of acts occur with mental processes of perception: seeing, hearing, noticing (eggins, 2000: 243). i saw the operation taking place senser process: mental phenomenon: act the last, phenomenon of fact is ―an embedded clause, usually finite and usually ntroduced by a ‗that‘, functionin as if it was a simple noun‖ (eggins, 2000: 244). she didn’t realize the fact that it was a bomb senser process: mental phenomenon: fact furthermore, eggins stated that ―fact phenomenon can usually be reversed, using an active synonymous mental process verb while having the fact-embedding as subject‖. the fact that it was a bomb escaped her phenomenon: fact process: mental senser findings and discussion implicit senser and implicit phenomenon the first classification of implicit senser (is) followed by process and then implicit phenomenon. process is realized by verbal group. (implicit senser) process (implicit phenomenon) from research data, there is one data of mental process that contains an implicit senser, with the order of participant constituent mentioned above. below is the analysis result. (1) she knew she was next. didn't care anymore. (blood canticle:103) in this data, mental process is signified by the presence of verbal group didn’t care, with the word care as the main verb and as cognition verb. there is no senser and phenomenon found. however, it can be inferred from previous sentence who the senser 157 is, which is she. on the other hand, the implicit senser must sense something, that is the phenomenon. according to the order of participant constituent in mental process, senser occurs before process and phenomenon. therefore, if we paraphrase data (1), we have: (she) didn’t care (that she was next) (2) (implicit senser) pr (phenomenon: fact) implicit phenomenon the second classification presents mental process which contains implicit phenomenon (iph). thus the pattern is senser that is followed by process and implicit phenomenon. here, senser is realized by noun group, process by verbal group, and implicit phenomenon by entities such as noun group. senser process (implicit phenomenon) there are some data of mental processes found that contain an implicit phenomenon, with the order of participant constituent mentioned above. the following ones are some of the examples with functional grammar analysis. (3) did i really not believe in those things which i saw? or had i simply found that cosmos to be unendurable? i didn’t know (blood canticle, 46) in this data, mental process is represented by the occurrence of verbal group don’t know, with the word know as the head word that is also a cognition verb. a participant can be found here is represented by the word i, which realizes the position of a senser. i didn’t know se pr the word know itself is a transitive verb. as mentioned before, transitive verb is a verb that takes an object. in other word, in mental process, the object is the phenomenon. yet, in data (3), we cannot found any phenomenon to be sensed by the senser i. therefore, we assume that there is something to be sensed. it can be a noun group,verbal group or preposition group, for example. in data (3), we can see that 158 there are two clause complexes before clause i didn’t know. thus, it can be inferred that the phenomenon that follows the word know in the mental process refers to one of the clause complex. therefore, if we paraphrase data (3) to include the phenomenon of participant, we have two options, as in data (4) and (5). (4) i didn’t know (if i really did not believe in those things which i saw) (5) i didn’t know (if i had simply found that cosmos to be unendurable) from data (4), we have the clause complex i really not believe in those things which i saw as implicit phenomenon that is sensed by the senser i. this clause complex can be projected by the word if to become if clause that follows the process that is realized by the word know. i didn’t know (if i really did not believe in those things which i saw) se pr (iph) on the other hand, we also have data (5) with different representation of implicit phenomenon. here, we have clause i had simply found that cosmos to be unendurable as implicit phenomenon that is being sensed by the senser i. similar with data (4), clause complex in data (5) also can be followed by the word if to form an if clause, that realized the thought of senser i. i didn’t know (if i had simply found that cosmos to be unendurable) se pr (iph) (6) she turned, and reached down to give me a warm hug and a kiss. i was happily surprised (blood canticle, 244) in data (6), mental process can be found in the clause i was happily surprised. mental process then is signified by the occurrence of the verb group surprised. we can found a participant in the clause, which is the noun group i that functions as senser. yet, there is nothing to be sensed, or in this case phenomenon. 159 i was happily surprised se pr though there is no explicit phenomenon to be sensed, but we can find it from the previous sentence of this mental process. from data (6), we have she turned, and reached down to give me a warm hug and a kiss as additional information before the mental process of i was happily surprised. therefore, it can be concluded, that the phenomenon perceived is something from the previous sentence. thus, if we paraphrase data (6) to include the phenomenon, we have data (7). (7) i was happily surprised (by the warm hug and the kiss she gave). in data (7), we have a byclause by the warm hug and the kiss she gave that was taken from previous sentence before mental clause of i was happily surprised. the by-word is used because the clause cannot be attached as phenomenon without something to link the clause with the clause i was happily surprised. therefore, we have by the warm hug and kiss she gave as the implicit phenomenon. we can retrieve this information because the verb group surprised needs a supporting data to answer the question ―what suprises?‖ and before the mental process i was happily surprised, there is an additional information, so that we can assume that the previous clause is the one to be sensed. i was happily surprised (by the warm hug and the kiss she gave) se pr (implicit phenomenon) conclusions this paper analyzes the implicit participants in mental processes, namely implicit senser and implicit phenomenon. this is because in mental processes, there are two participants involved, namely senser and phenomenon. however, sometimes there are sentences of mental processes that do not include the participants. in this paper, the implicit participants, namely senser and phenomenon, can be retrieved from previous sentences or clauses. 160 references bloor, t., and bloor, m. (1995). the functional analysis of english. london: arnold. eggins, s. (2000). an introduction to systemic functional linguistics. london: biddles, ltd. foucault, m. (2002). power: essential works of foucault 1954-1984 (volume 3). penguin books. halliday, m. a. . (1985). an introduction to functional grammar. london: arnold. halliday, m. a. ., and matthiesen, c. m. i. . (2004). an introduction to functional grammar (third edit). new york: oxford university press inc. klammer, t. p. et al. . (1995). analyzing english grammar. boston: allyn and bacon. lock, g. (1996). functional english grammar: an introduction for second language teachers. new york: press syndicate of the university of cambridge. richards, j. et al. . (1985). longman dictionary of applied linguistics. harlow: longman. https://jurnal.unigal.ac.id/index.php/jall/index https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 received accepted published december 2019 january 2020 february 2020 an analysis of english teachers’ strategies in teaching reading comprehension yulia enggar wigati wibowo yuliaenggar09@gmail.com university of bengkulu, indonesia syafrizal syafrizal@unib.ac.id university of bengkulu, indonesia syafryadin syafriadin@unib.ac.id university of bengkulu, indonesia abstract the objective of this research is to find out the teachers’ strategies in teaching reading comprehension at one of senior high school in bengkulu, indonesia. this research is a mixed method research design. the subjects in this research are two english teachers who teach english at class x, xi, and xii. the data were collected using an observation checklist. the result of the research showed that the teachers used some strategies in teaching reading with the highest percentage were question generating (27%), encouraging the use of dictionaries (25%) and question answering (23%). this indicated that the teachers only used a few strategies in teaching reading comprehension. for the next researchers, they could conduct research about the teachers’ strategies used by english teachers in a wider area. so, the result will be more advantageous and be applied in a larger area. keywords: teachers’ strategies, reading comprehension introduction reading is one of the language skills which is very important to be learned by students. through this activity, students can improve their own language and experience. they will get information and ideas which they need to know. moreover, they will be able to know what they do not know before. burt, peyton, and adam (2003) stated that it is important to learn reading since it (1) helps people learn to think new language, (2) helps people build better vocabulary, (3) helps people more comfortable with written english, (4) can help people plan to study in jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 21 english, speaking country. the students who master reading skills will easily extract meaning from reading english texts because they have a better vocabulary in context. in teaching reading, the teacher may use different strategies. by using the appropriate strategy could affect the students to comprehend their reading. harmer (2007) has said that a strategy is an action that the teacher takes to attain one or more of her teaching-learning goals. the general direction set could be defined as the strategy in reading. teaching strategies in reading comprehension are important in the learning process and could affect the students reading comprehension. brown (2004) has noted that teaching strategies can make teaching reading easier to implement a variety of teaching methods and techniques. therefore, successful teachers who teach reading comprehension realize that reading can be taught by using various strategies. there were studies that have been conducted related to this research. it was conducted by sarjan (2017) entitled “an analysis on the english teachers strategies in teaching reading comprehension at smp 1 wonomulyo”. feradepi, d. (2019) “classroom activities based on multiple intelligence theory in english language teaching 2013 curriculum for seventh grade”. siregar, n.o., afriazi, r., arasuli. (2019) “the correlation between reading strategies and reading comprehension achievement of the sixth semester in english education study program of bengkulu university”. those strategies were effective in teaching reading comprehension because can help the student to comprehend the text. based on the researchers' observation at the research site, the english teachers rarely use the strategies in teaching reading comprehension. the teachers only use a few strategies. so, the researchers think that it is important to explore more about the teachers’ strategies used in teaching reading comprehension. therefore, the researchers want to conduct research related to “an analysis of english teachers’ strategies in teaching reading comprehension”. method this research used a mixed-method research design. it helps the researchers to go for inductive and deductive reasoning techniques in order to more accurately answer the study’s research questions that cannot be completely answered through qualitative or quantitative research alone (lincoln, 2000). according to moelong (2006), descriptive research is a method of research that trying to picture out and interprets the objects as in the fact. so, in this research https://jurnal.unigal.ac.id/index.php/jall/article/view/2681 https://jurnal.unigal.ac.id/index.php/jall/article/view/2681 https://jurnal.unigal.ac.id/index.php/jall/article/view/2681 javascript:void(0) javascript:void(0) javascript:void(0) jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 22 descriptive research was conducted to describe the fact and characteristics of the teachers systematically. the subjects of this research were two english teachers at one of senior high school in bengkulu, indonesia who teach at class x, xi and xii. the researchers use an observation checklist. in order to collect the data, the researchers used the observation checklist as the main instrument in each meeting. gorman and clayton (2005) defined observation studies as those that involve the systematic recording of observable phenomena or behavior in a natural setting. observation means the action of the process of closely observing or monitoring or someone. the observation checklist used to observe the english teacher strategies in class during the learning process. the observation checklist was developed from adler (2006); mcshane (2005); brown (2004); and wallace (1992). moreover, the researchers analyzing the observation checklist by using the formula from arikunto (2006). furthermore, the researchers used the pearson product moment to analyze the data. findings and discussion the observation was done in three meetings in the classroom that held on august 29, 2019, september 13, 2019, and september 19, 2019. chart 1. the results of strategies in teaching reading by teacher 1 0% 5% 10% 15% 20% 25% 30% 1 2 3 4 5 6 7 8 9 10 11 12 the results of strategies in teaching reading by teacher 1 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 23 1: predicting, 2:generating text, 3: encouraging the use of dictionaries, 4:graphic organizers, 5; story structure, 6: question generating, 7: skimming, 8: scanning, 9: question answering, 10: summarizing, 11: monitor comprehension, 12: reciprocal teaching. in all of the meetings, teacher 1 always used two strategies, they were question generating and encouraging the use of dictionaries with the percentage (22% and 27%). on the other hand, the use of question answering strategies was 21%, monitor comprehension was 12% followed by predicting 9%, then, generating text 5%, and skimming 3%. the teacher 1 was not used to strategies graphic organizers, story structure, scanning, summarizing, and reciprocal teaching with the percentage 0%. in detail, each of the observation frequency of the strategies can be seen in appendix ii. the result of strategies in teaching reading by teacher 2 the first observation was done in class xi ips 1, the second was done in class xii mipa 1 and the third observation was done in class xii mipa 3. the result of observation teacher 2’s strategies can be seen on the following chart: chart 2. the results of strategies in teaching reading by teacher 2 1: predicting, 2: generating text, 3: encouraging the use of dictionaries, 4: graphic organizers, 5; story structure, 6: question generating, 7: skimming, 8: scanning, 9: question answering, 10: summarizing, 11: monitor comprehension, 12: reciprocal teaching. 0% 5% 10% 15% 20% 25% 30% 35% 1 2 3 4 5 6 7 8 9 10 11 12 the results of strategies in teaching reading by teacher 2 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 24 based on the chart 2, the dominant strategies used by the teacher 2 was question answering and question generating with the highest percentage 30% and 27% while encouraging the use of dictionaries strategies used by the teacher was (23%), predicting (9%), monitor comprehension (7%), summarizing and scanning strategies with the percentage 1%. on the other hand, the teacher did not use those strategies, they were generating text, graphic organizers, story structure, skimming and reciprocal teaching with the percentage 0%. the number of strategies in teaching reading used by 2 teachers the following chart below presents the result of observation of the strategies in teaching reading comprehension which were applied by two teachers that were held on august 2019 until october 2019. chart 3. the number of strategies in teaching reading used by 2 teachers 1: predicting, 2: generating text, 3: encouraging the use of dictionaries, 4: graphic organizers, 5; story structure, 6: question generating, 7: skimming, 8: scanning, 9: question answering, 10: summarizing, 11: monitor comprehension, 12: reciprocal teaching. chart 3 indicates that the dominant strategy applied by teacher 1 and teacher 2 were similar. teacher 1 used this question generating strategy with the percentage 27% and teacher 2 used this question generating strategy with the percentage 27%. 0% 5% 10% 15% 20% 25% 30% 1 2 3 4 5 6 7 8 9 10 11 12 the number of strategies in teaching reading used by 2 teacher jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 25 the researchers conducted the observation to acquire data of the english teachers’ strategies in teaching reading comprehension. based on the research findings, the researchers found that the two english teachers used nine strategies in teaching reading comprehension. however, from the twelve strategies, the researcher found three most dominant strategies used by the two english teachers, they are question generating strategy, question answering strategy, and encouraging the use of dictionaries strategy. the highest dominant strategies used by the teachers were question generating and question answering strategy. question generating is the strategy that requires learners to ask and answer questions from the teacher while they are reading in order to understand the text. then, the question answering strategy is a strategy used to encourage the students answering the question from the teacher. raphael (2006) states that question generating and question answering strategy teaches students three comprehension strategies (a)locating information, (b) determining text structures and how they convey information, and (c) determining when an inference is required. by using question generating and question answering strategy, the students may be stimulated to think critically. furthermore, these strategies could help the students to recognize a possible answer. the third dominant strategy used by the teachers was encouraging the use of dictionaries strategy. the use of dictionaries in teaching reading comprehension as a foreign language considered as the third dominant strategy. in this case, the two teachers of this lesson asked the students to use a dictionary in the pre-reading stage, during the reading stage and while the reading stage. however, wallace (1992) states that teachers can encourage students to use dictionaries at a pre-reading activity. the teachers used this strategy in all stages, it happened because the students probably did not know the meaning of unfamiliar words. among the twelve strategies, the teachers did not use three strategies in teaching reading. they are graphic organizers, story structure and reciprocal teaching strategy. muzammil (2016) stated that a suitable reading strategy can improve the students’ comprehension. these three strategies may do not suitable for the students and the material may do not appropriate with these three strategies. conclusion based on the results and discussion, the researchers have made some conclusions related to an analysis of english teachers’ strategies in teaching reading comprehension. the two jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 26 teachers used nine most dominant strategies for teaching reading comprehension. those were question generating, question answering, encouraging the use of dictionaries, predicting, monitor comprehension, generating text, skimming, scanning, and summarizing. the teachers used those strategies to make the student understand the reading text. the teachers used various strategies and modified the strategies used for teaching depending on the materials or the genre of the text studied. so, the process of teaching-learning reading comprehension was made more interesting. the teachers used the strategies depend on the materials, the indicators and the purpose of learning based on the syllabus and the curriculum. they chose strategies most likely to help the students comprehend the text well. the teachers used these strategies to help the students overcome difficulties in comprehending the texts. without using the appropriate strategies, the purpose of learning reading comprehension cannot be easily reached. for the next researchers, they could conduct research about the teachers’ strategies used by the english teacher in a wider area. so, the result will be more advantageous and be applied in a larger area. references adler, c.r. (2001). put reading first: the research building blocks of reading instruction. kindergarten through grade 3, second edition. the national institute for literacy. arikunto, s. (2006). prosedur penelitian suatu pendekatan praktek. jakarta : pt. rineka cipta. brown, h. d. (2000). the principles of language learning teaching 4 th edition. new york: wadsworth thompson learning. brown, h. d. (2004). teaching by principles an interactive approach to language pedagogy. new york. longman. burt, m., peyton, j.k., & adams, r. (2003). reading and adult english language learners: a review of the research. washington, dc: center for applied linguistics. feradepi, d. (2019). classroom activities based on multiple intelligence theory in english language teaching 2013 curriculum for seventh grade. jall (journal of applied linguistics and literacy). 3 (2), 133-143. harmer, j. (2007). how to teach english. harlow: pearson education limited. g.e. gorman, peter, c.(2005). qualitative research for the information professional: a practical handbook (2nd ed.). london. facet publishing. https://jurnal.unigal.ac.id/index.php/jall/article/view/2681 https://jurnal.unigal.ac.id/index.php/jall/article/view/2681 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 27 lincoln, y. s. (2000). handbook of qualitative research. thousand oaks, california: sage publications. mcshane, s. (2005). applying research in reading instruction for adult first step for teacher. national institute for literacy moleong, j, lexy. (2006). metodologi penelitian kualitatif. bandung: pt. remaja rosdakarya. muzammil, s. (2016). qar (question answer relationship) as an alternative strategy to teach reading. journal of linguistics,literature & language teaching. 3(2) 101-123 raphael, t. e (2006). qar now: question answer relationships. new york: scholastic. sarjan, n. (2017). an analysis on the english teachers strategies in teaching. english education department of tarbiyah and teaching science faculty of alauddin state islamic university of makassar. siregar, n.o., afriazi, r., arasuli. (2019). the correlation between reading strategies and reading comprehension achievement of the sixth semester in english education study program of bengkulu university. jall (journal of applied linguistics and literacy) 3 (2), 122-132. wallace, c. (1992). critical literacy awareness in the efl classroom. in n. fairclough (ed.), critical language awareness (pp. 59-92). london: longman. javascript:void(0) javascript:void(0) javascript:void(0) https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 september 2018, vol. 2 no. 2 english education program faculty of teacher training and education galuh university 135 received: accepted: published: july 2018 august 2018 september 2018 exploring esp students’ english skills by “english talent competition” siti asiyah siti.asiyah26@yahoo.co.id universitasmuhammadiyahponorogo, ponorogo, indonesia abstract designing esp course sometimes is not easy as designing general english course. it needs some efforts to handle and realize it because many aspects should be considered in conducting it, such as analyzing students‟ needs, formulating goals and objectives, conceptualizing the content, selecting and developing materials, evaluating, getting students‟ feedback, etc. still, those are not enough for serving esp students in learning english. many approaches, methods, strategies are also needed in order the esp students are interested in joining esp course. as a practitioner of esp, the writer always tries to find and conduct appropriate and effective programs which can encourage and explore esp students‟ english skills. one of them is english talent competition (etc). it is an annual program conducted by language center of universitas muhammadiyah ponorogo since 2014. this study aims at sharing an idea about the implementation of etc in order to motivate esp students improve and develop their english skills. keywords: esp students; english skills; english talent competition introduction this study aims to describeabout the implementation of „english talent competition‟ in exploring the esp students‟ english skills. as many esp teachers have known that it is not easy to motivate non-english departments‟ students to learn and improve english because of many reasons. that is why the writer as a chief of language center always tries to find and make special programs for esp students in her university such as english learning day, video field trip, debate forum, english community, etc.,besides her main duty to give english certifications. there are many reasons why it happens. some of them are because english does not belong to the 136 subject in their curriculum, they don‟t realize that english is important for their future in order to get good jobs; english is categorized as difficult subject, etc. the factors can be from internal and external of learners. english for specific purposes (esp) uk university foundations in asiyah (2015) determines that this term (espenglish for specific purposes) refers to the teaching of a specific genre of mostly technical english for students with specific goals, careers or field of study. examples include english for academic purposes (students will enter an english-speaking university), english for business & management, or hotel & catering english (for hotel and tourism professionals). hutchinson and waters (1987: 8) state about esp, “in short, the view gained ground that the english needed by a particular group of learners could be identified by analyzing the linguistic characteristics of their specialist area of work or study. „tell me what you need english for and i will tell you the english that you need‟ became the guiding principle of esp.” moreover hutchinson and waters (1987: 8) add that learners were seen to have different needs and interest, which would have an important influence on their motivation to learn and therefore on the effectiveness of their learning. this lent support to the development of courses in which „relevance‟ to the learners‟ needs and interests was paramount. from those definitions above, it can be concluded that esp is an approach to language teaching in which all decisions as to content and method are based on the learners‟ reasons for learning. esp students at muhammadiyah university of ponorogo esp students are the students who learn english in specific fields. there are 14groups of esp students at universitas muhammadiyahponorogo, they are islamic studies, mathematic, early childhood teacher education, civic education, governmental science, communication, management, accounting, midwifery, nursing, mechanical engineering, electrical engineering, information technology and law. 137 according to wits language school (2017), english for specific purposes (esp) courses focus on developing english communication skills in a specific discipline, such as finance, marketing, management, human resources, engineering and strategic thinking. emphasis is given to the language and communication requirements in a particular professional field. this field specific language communication training enables participants to master relevant communication and professional skills and, in so doing, meet the needs of industry locally and internationally. knowledge and technical know-how are clearly important, but these must be presented with an excellent standard of communication skills. after all, success is not only based on what you know but also on how you can communicate it. indeed, communication skills are considered one of the best career enhancers. in fact, evidence suggests that employers in all occupational fields place greater value on employees‟ communication skills than they do on their technical skills and rate it as a top priority for both securing and retaining employment. english talent competition english talent competition (etc) is an annual program conducted by language center of universitasmuhammadiyahponorogo. it has been conducted for three times since 2014. this etc is a part of lc programs to support english certification program for esp students atuniversitasmuhammadiyahponorogo. so the participants were from many non-english department students. the first etc was conducted in 2014 with the competition of esp presentation, reading english news reading, speech and stand-up comedy, while the 2 nd in 2015 and the 3 rd in 2016, stand-up comedy changed into singing english songs. method according to creswell (2014; 32), qualitative research is “…an approach for exploring and understanding the meaning individuals or groups ascribe to a social or human problem”. this study is a descriptive qualitative research that aims at describing the implementation of etc to explore the english skills of esp students conducted by language center of universitasmuhammadiyahponorogo.etc is conducted annually. the first etc was in 2014, followed by the 2 nd in 2015 and the 3 rd in 2016. the data collection in this study based on interview, observation and document analysis as ary et al (2002; 236) state that the most widely used tools in qualitative research are 138 interviews, document analysis, and observation. moreover green (2007) states that qualitative research defined by its purpose and it presents data through words. qualitative research requires deep explanation on the study conducted start from preparation, process until interpreting data findings and discussion english talent competition (etc) has been implemented for three times by language center of universitas muhammadiyah ponorogo. the first etc was in 2014, participated by 13 departments with the number of contestants 142, in 2015, followed by 15 departments with number of students 131 and the 3 rd was 135 students. based on the result of etc, observation and interviewwith the dean of faculty, vice rectors, chief of departments, lecturers, juries, esp students, etc was very supportive to explore the esp students english skills. the data of participants can be seen on the tables below: table 1. the data of the first etc in 2014 no name of competition number of contestants 1 news reading 47 2 speech contest 35 3 standup comedy 25 4 presentation 35 total 142 table 2. the data of the second etc in 2015 no name of competition number of contestants 1 news reading 40 2 speech contest 30 139 3 presentation 30 4 singing contest 31 total 131 table 3. the data of the third etc in 2016 no name of competition number of contestants 1 news reading 33 2 speech contest 35 3 presentation 28 4 singing contest 39 total 135 conclusions based on the observation and result of english talent competition (etc) from the 1 st in 2014, the 2 nd in 2015 and the 3 rd in 2016 and the response of participants, it can be concluded that etc can be an alternative program to motivate and encourage esp students to learn and improve their english skills. the talents that can be explored are speech, reading news, singing english songs, esp presentation, etc. esp teachers/practitioners should be creative in conducting english programs for esp students. there are many programs that can be implemented for esp students besides english talent competition,they are video field trip, english learning day, english community, etc. references ary, donald et al. (2002).introduction to research in education.sixth edition. united states: wodsworththomson learning. asiyah, siti. (2015). the 62 nd teflin. exploring esp students’ speaking skill by video field trip. 140 cahyaningati, desi tri. (2015). developing authentic assessment in esp for engineering students, proceedings of the 62 nd teflin international conference, 2015. (pp. 375-395). denpasar, indonesia: udayana university. creswell, j. w. (2014). research design. qualitative, quantitative, and mixed methods approaches. sage green, j. (2007). a guide to using qualitative research methodology. london: school of francisco: jossey-bass hutchinson, tom and alan waters. (1990). english for specific purposes. cambridge university press. wits language school. (2017). http://www.witslanguageschool.com https://jurnal.unigal.ac.id/index.php/jall/index p-issn: 2598-8530 february 2018, vol. 2 no. 1 english education program faculty of teacher training and education galuh university 40 received: accepted: published: october 2017 december 2017 february 2018 improving the students’ english proficiency through literature: language-based approach r. bunga febriani bunga.febriani@gmail.com galuh university dwi rukmini state university of semarang ahmad sofwan state university of semarang issy yuliasri state university of semarang abstract this article presents a library study of an approach of teaching literature that emphasizes on improving the students’ english language proficiency through literature and a practice of the approach in the classroom by using a literary work written by anton chekhov entitled ‘a marriage proposal’. the study aims at discussing a theory of an approach for teaching literature which attempts to improve the students’ linguistic competence through literary works. the approach is chosen in accordance to van (2009)’s review of the approaches to literary analysis, in this case by emphasizing on the approach for improving the students’ language skill through literature which is called language-based approach. this study also apply lazar’s (1993) procedures of language-based approach which cover the pre-reading, while-reading, and post-reading activities. keywords: language-based technique, literary works. 41 introduction one of the purposes of teaching literature to the english as foreign language learners, as suggested by collie and slatter (1990) and lazar (1993), is to improve the students’ english proficiency in language aspect. stern (1991) echoed the suggestion in a similar view. an approach that integrates literature study with the mastery of the language and the further development of language skills is one of his emphases on the importance of teaching literature to the english as foreign language learners. thus, considering the benefits on language aspect that literature provides, the writer thinks that the teaching of literature to the efl learners in the attempt to improve the students’ english proficiency through literature is worth discussed. noticing the importance of the study of literature for efl learners, van (2009) mentioned how literature and literary analysis are beneficial for efl teachers. some of the benefits gained from literature are the exposition of the students to meaningful context, introducing the students to a profound range of vocabularies, dialogues, and prose, the development of the students’ english language skill, the development of cultural awareness, the encouragement of critical thinking, and most importantly, the conformation to the studentcentered and interactive tenets of communicative language teaching (clt). in discussing the relevance of literary analysis to literature in the language classroom, van (2009) overviewed six approaches to literary analysis, namely new criticism, structuralism, stylistics, reader-response, language-based, and critical literacy. language-based approach to teaching literature related to the purpose of using literature in efl classrooms in the attempt to improve the students’ english proficiency, van (2009) has also analyzed an approach that emphasizes on developing the students’ language skill, which is called language-based approach. this approach emphasizes the awareness of the language of literature which is a basic stage for efl learners. van believed that the approach is more accessible for language learners since it facilitates the students’ responses and experience with literature. language-based approach provides a variety of language instruction activities. literature is seen as an excellent vehicle resulting in the four-skill of english language development through interaction, collaboration, peer teaching, and student interdependence. the role of the teacher, therefore, is to introduce 42 and clarify technical terms, to prepare and offer appropriate classroom procedures, and to intervene when necessary to provide prompts or stimuli (van, 2009). language-based approach to teaching literature offers the opportunity for the students to improve their english proficiency through literary works. by using the approach, a literature teacher can create a student-centered atmosphere in the classroom by, to be simply said, merely give instructions for the students to conduct in the classroom. lazar (1993) believed that the main purpose of the use of literature in the classroom is to improve the students’ knowledge of, and proficiency in, english. similar to collie and slatter (1990) and stern (1991), lazar asserted that literary texts are resources that provide stimulating language activities. he also suggested that the language-based approach includes techniques and procedures concerned more directly with the study of the literary texts itself. lazar (1993) developed some steps as the procedures for language-based approach to teaching literature in efl classrooms. the procedures are divided into three steps of activities: pre-reading activities, while-reading activities, and post-reading activities. the prereading activities include (a) helping students with cultural background, (b) stimulating students’ interest in the story, and (c) pre-teaching vocabulary. the while-reading activities include (a) helping students understand the plot, (b) helping students understand the characters, (c) helping students with difficult vocabulary, and (d) helping students with style and language. the last but not the least, post-reading activities include (a) helping students make interpretations of the text, (b) understanding narrative point of view, (c) follow up writing activities, and (d) follow up fluency practice. a marriage proposal: a practice of language-based approach in order to make it clearer, the writer would like to give examples of some instructions for the students’ activities by using language-based approach by discussing a literary work written by anton chekhov entitled ‘a marriage proposal’. the work belongs to the literary genre called comedy drama. the work, as the purposes of literature suggest, provides all it takes that can expose the students to complex themes and unexpected uses of language, provide cultural enrichment for the students, provide a particularly appropriate way of stimulating the language acquisition, expand the students’ language awareness, and help stimulate the students’ imagination. 43 let us explore chekhov’ work by applying lazar (1993)’s procedures for languagebased approach to teaching literature in efl classrooms. as aforementioned, lazar suggested three steps of activities covering the pre-reading activities, while-reading activities, and the post-reading activities. stimulating the students’ interest in the story is an important thing to do at the beginning of the exploration of a literary work. this activity is considered essential as the initial step of learning language to literature. this belongs to the pre-reading activities. in order to stimulate the students’ interest, the teacher may give a brief summary of the story, give hints of some characters involved in the story, and so on. the teacher can also provide the cultural background of the story, by giving a slight description of the work’s author before the students start reading the literary work. after the students’ get their interest, they may start reading the story. the teacher can assign the students to find some new vocabularies while they are reading. the while reading activities include helping students understand the plot, helping students understand the characters, helping students with difficult vocabulary, and helping students with style and language. as a strategy for reading in this second step, the teacher can instruct the students to find the author’s purposes of writing his work. for example, the teacher can aid the students finding the purpose by asking ‘why chekhov portrays lomov as a ridiculous, shallow man?’. the teacher can also ask the students to explain how lomov’s behavior is consistent with his personality (glencoe, 2010). in order to help the students with the style and language, the teacher can instruct them to analyze chekhov’s use of particular stylistic devices to convey mood and character traits by asking questions like ‘what end punctuation often appears in the dialogue on this page?’, or ‘what effect does the heavy use of exclamation marks have on the mood of the play?’. as the student read the work, the teacher can encourage them to pay attention to the repeated styles of speech that identify the characters and convey mood. conclusions after the students have managed the pre-reading and while reading activities, the teacher needs to lead them to post-reading activities, which include helping students make interpretations of the text, understanding narrative point of view, follow up writing activities, and follow up fluency practice. in making interpretation of the text, the teacher can administer 44 the students to answer some questions concerning the text being discussed. while doing so, the teacher encourages them to respond and think critically towards the literary work. some questions may help them mind map the story. moreover, the teacher can ask the students to evaluate and analyze the text and also to connect the story to the students’ real life. writing and fluency practice activities can be conducted as the last procedures in language-based approach according to lazar (1993). in writing activity, the teacher can ask the students to write, for example, a narrative of at least 750 words that includes a twist ending. a twist ending, also known as a surprise ending, is a type of situational irony. students’ narratives should take the form of a story and include exposition, character development, and rising action conclude with a surprise ending maintain a tone that preserves the element of surprise (glencoe, 2010). references collie, j. and s. slater. (1990): literature in the language classroom: a resource book of ideas and activities. cambridge: cup. glencoe., (2010). literature : teacher edition. mcgraw-hill companies, inc. columbus lazar, gilian. (1993). literature and language teaching. cambridge. cambridge university press. van, t. t. m. (2009). the relevance of literary analysis to teaching literature in the efl classroom. english teaching forum, 47(3), 2-9. https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 received accepted published august 2020 september 2020 september 2020 the students' learning achievement after and without studying english in elementary school gusri emiyati ali gusri@poliupg.ac.id politeknik negeri ujung pandang abstract the critical period hypothesis by lenneberg (1976) states that ages 2 to 12 are ideal ages for achieving foreign language skills such as a native speaker. based on this hypothesis, the perfect time for children to learn english as a foreign language is in elementary school. meanwhile, indonesian government policy through the 2013 curriculum does not require children in primary schools to learn english. therefore, this study aimed to compare the english learning achievement of students between those who studied and those who did not study english in elementary school. this research is important to be conducted since it can be a reference for the indonesian government in developing english language teaching and learning policy in elementary schools. the sample of this research consisted of two groups selected through a purposive sampling technique. they were the group of students who studied and who did not study english in elementary school. data were grouped, presented, and then compared. the results showed that students who studied english in elementary school had better english learning achievement than students who did not study english in elementary school. it is recommended for further related researches to consider many factors those can be influencing the students' english learning achievement such as the english teaching and learning method used by the educators in high school and university, attitudinal factor, and the learning environment. keywords: critical period hypothesis, english in elementary school introduction the need for english skills at this time is no doubt. english is one of the important keys to face global competition. as the next generation, of course, students are very important to have good english skills for the nation's development. besides, they need to be able to compete in the workforce. to have good english language skills, someone who is not a native english speaker like an indonesian requires a short amount of study time. in language https://jurnal.unigal.ac.id/index.php/jall/index 41 jall (journal of applied linguistics and literacy), issn 2598-8530, september vol. 4 no. 2, 2020 learning, there is a hypothesis that considers age as an important factor in achieving language skills. this hypothesis is known as the critical age hypothesis (critical age hypothesis). this hypothesis was born from the observation that children are faster and more successful in picking up a language compared to adults. according to lenneberg (in field, 2003), ages 2 to 12 years are ideal for achieving language skills such as native speakers of foreign languages. by referring to lenneberg's hypothesis, scovel (in steinberg, 2006) argues that an adult cannot master a foreign language without losing his primary language accent. referring to this hypothesis, the ages of an indonesian child to learn english as a foreign language are ages 2 to 12 years. it can be said that the most appropriate time for indonesian children to learn english is in elementary school. in line with, thoyyibah (2019) points out that indonesian students join extra courses to learn english outside the school setting. however, through the 2013 curriculum, english subject is a no longer compulsory subject for elementary school children (permendikbud no. 67 th. 2013). they are only required to learn english in middle school and high school. importunately, according to the hypothesis, at that age, foreign language learning will not be maximized. referring to the critical age hypothesis and considering the importance of english language skills for students both as prospective job seekers and as the nation's next-generation, the author is interested in finding out if there are differences in english learning achievement of students who study english in elementary school and those that do not. it is expected that the results of this study can be one of the considerations in determining policies related to english language teaching policy in elementary schools. method this research was a comparative descriptive study. the approach used was quantitative where the analysis of the research is more focused on numerical data (numbers) that are processed using statistical methods (azwar: 2012). the population of this study was all students who studied and who did not study english in elementary school on condition that they had never taken an english course. data were taken from the students' scores in the same english subject and with the same lecturer. it was then analyzed quantitatively, and the results were described descriptively. this research 42 jall (journal of applied linguistics and literacy), issn 2598-8530, september vol. 4 no. 2, 2020 instrument was an open questionnaire to collect the data. data were collected and grouped into four categories, namely, very satisfactory category (value a), satisfactory (b + and b) sufficient (c + and c), less (d), and very less (e). after the english scores of the two groups of samples were categorized, then were compared. findings and discussion the followings are the percentage of students' learning achievements in english subject of both groups of samples. table 1. percentage of english learning achievement of students who studied and those who did not study english in elementary school no score sample group 1 sample group 2 1 a 49.48% 29.17% 2 b + 21.65% 33.33% 3 b 24.74% 29.17% 4 c + 1.03% 4.17% 5 c 3.09% 4.17% 6 d 0% 0,00% information: sample group 1: sample group who studied english in elementary school sample group 2: sample group that did not study english in elementary school to see the comparison between english learning achievement of students who study and those who did not study english in elementary school, the following data from both are presented in a bar diagram. 43 jall (journal of applied linguistics and literacy), issn 2598-8530, september vol. 4 no. 2, 2020 based on the results of data processing obtained from the questionnaire, it can be seen the comparison of students' english learning achievement between those who studied and those who did not study english in elementary school. nearly half of the total sample or 48.48% of students who have studied english in elementary school got a very satisfactory score or a score. this percentage is higher than the number of students who did not study english in primary school which is only by 29.17% received a score in the same subject with the same lecturer. for moderate score or b + and b scores, the results of data processing showed that the number of students who did not study english in primary school got more than the number of students who studied english in primary school, but with a very small difference. for students who did not study english in elementary school, there were 33.33% who received b+ score and 29.17% who received b score. for students who studied english in elementary school, there were 21.65% who got b+ score and 24.74% who got b. meanwhile, the low score or c+ and c scores were obtained more by students who did not study english in elementary school. there were 4.17% of students who received c+ score and there were 4.17% of them who got c score. for students who studied english in primary school, there were only 1.09% who got c+ score and there were 3.09% who got c. conclusions from the data that have been obtained and analyzed, it can be concluded that the english learning achievement of students who studied english in primary school is better than the english learning achievement of students who did not study english in primary school. this 44 jall (journal of applied linguistics and literacy), issn 2598-8530, september vol. 4 no. 2, 2020 is evidenced by the greater number of students who studied english in primary school got high score (a) compared to those who did not study english in primary school. there are fewer students who studied english in primary school got low score (c+ and c) compared to those who did not study english in elementary school. it is recommended for further related researches to consider many factors those can be influencing the students' english learning achievement such as the english teaching and learning method used by the educators in high school and university, attitudinal factor, and the learning environment. references aan, komariah dan djam’an satori. (2010). metodologi penelitian kualitatif bandung: alfabeta. agung, iskandar. (2010). meningkatkan kreativitas pembelajaran bagi guru. jakarta. akdon dan ridwan. (2013). rumus dan data dalam analisis statistika. bandung: alfabeta ali, m. (2010). metodologi dan aplikasi riset pendidikan. bandung: pustaka cendikia utama. alwi, hasan. (2007). kbbi, edisi ketiga. jakarta: balai pustaka. a.m, sardiman. (2000). interaksi & motivasi belajar mengajar. jakarta: rajawali. pers. azwar, s. (2012). metode penelitian. yogyakarta: pustaka pelajar. brown, h. g. (2001). teaching by principles: interactive approach to language. pedagogy. new york : san francisco state university djamarah, syaiful bahri. (2011). psikologi belajar. jakarta : rineka cipta djalal, m.f. (2006). penilaian dalam pengajaran bahasa asing. malang: p3t ikip malang field, john. (2003). psycholinguistics a resource book for students. routledge taylor& francis group. hamdu, ghullam. (2011). “pengaruh motivasi belajar siswa terhadap prestasi belajar ipa di sekolah dasar’. jurnal penelitian pendidikan vol. 12 no. 1 issn 141256.x 45 jall (journal of applied linguistics and literacy), issn 2598-8530, september vol. 4 no. 2, 2020 thoyyibah, l. (2019). students background towards learning english out of classroom setting. jall (journal of applied linguistics and literature), 54-60. permendikbud no. 67. (2013). kerangka dasar dan struktur kurikulum sekolah dasar/madrasah ibtidaiyah. santrock, j.w. (2004). educational psychology 2nd ed. new york: mcgraw-hill companies, inc. steinberg, danni. d & natalia. v. sciarini. (2006). an introduction to psicolinguistics. pearson education limited. britain. sugiyono, (2008). metode penelitian kunatitatif kualitatif dan r&d. bandung. alfabeta. suryabrata, sumadi. (2004). psikologi pendidikan. jakarta : raja grafindo. gulo, w. (2002). strategi belajar-mengajar. jakarta: pt. gramedia widiasarana. indonesia. slavin, robert e. (2009). cooperative learning (teori, riset, praktik). bandung: nusa media. sukmadinata, n.s. (2011). metode penelitian pendidikan. bandung: remaja rosadakarya troike, saville. (2006). introducing second language acquisition. cambridge university press: cambridge https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 september 2019, vol. 3 no.2 english education program faculty of teacher training and education galuh university 144 received: accepted: published: july 2019 august 2019 september 2019 the correlation between students’ grammar mastery and their translation ability faridah oktari english education study program, department of language and art university of bengkulu foktari@gmail.com mukhrizal english education study program, department of language and art university of bengkulu arasuli english education study program, department of language and art university of bengkulu arasulimsi@gmail.com abstract this research attempted to investigate the students’ grammar mastery, their translation ability, and the correlation between both variables. the research was designed as a quantitative correlational method. the population was 79 sixth semester students of english education study program of bengkulu university in the academic year 2018/2019. the samples were 40 students. the instruments used to collecting the data were grammar test and translation test. the collected data were analyzed by pearson product moment formula using statistical package for social sciences (spss) software version 16.0. the results of this research showed: 1. majority of the student (77.5%) had poor grammar mastery. 2. majority of the students (82.45%) had inadequate translation ability. 3. there is a correlation between students’ grammar mastery and their translation ability (the correlation coefficient is 0.797). therefore, it was concluded that the students’ grammar mastery contributed significantly to their translation ability. lastly, it was suggested that english education study program should add semester credit units (sks) of the grammar and translation subjects in order to improve the students’ grammar mastery and translation ability. keywords: correlation, students’ grammar mastery, students’ translation ability 145 introduction translation is the process of interpreting one language into another language. according to brislin (1976) translation is a general term referring to the transfer of thoughts and ideas from one language to another, whether the language is in written or oral form, whether the languages have established orthographies or not, or whether one or both languages is based on signs, as with signs of the deaf. it means that translation is important to connect the two different languages by contributing source language into target language in order to produce the information in the source language become acceptable and understandable. this matter makes the english students should have the translation ability to avoid misunderstanding of meaning when translating the source language into the target language. however, translation is not an easy job that can be done by anyone. one of the problems in translation is every language has their own rule and system. it means that when the english students translate the language to another language, they have to know the grammatical of the target language. it is because the differences of grammatical system between source language and target language may result in translation changes. moentaha (2006) said that the difficulty in translation is the difference in the grammatical system of both languages, english and indonesia. this statement shows that in process of translation there is a stage where the translator should analyze a text in terms of grammatical relationship. in english education study program of bengkulu university, there are some subjects about grammar which divided into structure 1, structure 2, and structure 3. those subjects are useful to help the students to learn about the grammatical system of the language, such as words, phrases, clauses, sentences, tenses, and so on. those are the part of grammar that can be used in the translation process. unfortunately, when the researchers’ did the preliminary observation at 27 th february 2018 in sixth semester students of english education study program that have done with ten students, most of them said that they have the difficulties in translation process. they specifically had the difficulties in translating indonesian text into english. it is due to their lack of knowledge about vocabulary and grammar such as phrases, tenses, sentence patterns and so on. they will more easily when they know more vocabularies and master in grammar, especially in using the tenses of the text. 146 there are some researchers that have conducted the similar research. one of them is andayani (2017) who conducted the research entitled “the correlation between sixth semester students’ grammar mastery and translation ability of english department of iain tulungagung in academic year 2016/2017.” the result of her research is that there is significant correlation between sixth semester students’ grammar mastery and translation ability of english department of iain tulungagung with the value of 0.665 indicated positive relationship between both variables. nevertheless, in her research, she only focuses in translating english text into indonesian. that is make the researcher interested in doing the same research but focuses in translating indonesian text into english. the researcher also wants to know how the students’ grammar mastery is and how the students’ translation ability is at the sixth semester students of bengkulu university. according to the previous study above the correlation of students grammar mastery and their translation ability could be positive or negative and significant or not significant based on different sample, environment, and instrument of the research. thus the researcher wants to conduct the research entitled “the correlation between students’ grammar mastery and their translation ability (a study on sixth semester student of english education study program of bengkulu university in the academic year 2018/2019)”. the reasons are the researcher wants to know the students’ grammar mastery and the students’ translation ability is good or not. then the researcher wants to know if there is any positive correlation between student grammar mastery and their translation ability in the sixth semester students of english education study program of bengkulu university. moreover, this reason is strengthened by nida’s opinion. nida (1982) said that in process of translating there is a stage where the translator should analyze the grammatical relationship and the meanings of the words and combinations of words. method this research was quantitative research, while the design was correlational research. according to ary (2010) quantitative research uses objective measurement to gather numeric data that are used to answer questions or test predetermined hypotheses. it generally requires a well-controlled setting. while the correlational research is a study that involves collecting data to determine whether, and to what degree a 147 relationship exists between two or more quantifiable variables. creswell (2012) said that correlational research are quantitative designs in which investigators use a correlation statistical technique to describe and measure the degree of association between two or more variables or sets of scores. in this research, the researcher wanted to know the students’ grammar mastery, the students’ translation ability, and to know whether the correlation between two or more variables really exists or not. the result would be positive or negative. if the result was positive it means that there is significant correlation between students’ grammar mastery and their translation ability. if the result was negative it means there is negative significant correlation between students’ grammar mastery and their translation ability. therefore the correlational design was appropriate to answer the research questions in this study. moreover, the population of this research was the sixth semester students in english education study program of bengkulu university in the acedemic year 2018/2019 that consists of two classes. class a consists of 38 students. class b consists of 40 students. thus, the total was 78 students. the researcher chose that population because the students in sixth semester of english education study program have studied structure 1 in second semester, structure 2 in third semester, structure 3 in fourth semester, approaches in translation in fourth semester, and procedure of translation/interpretation in fifth semester. spesifically, the researcher took 50% from the total of population, so the total sample were 40 students. the instruments of this research were grammar test and translation test. grammar test consisted of 40 items. the items were taken from the toefl of longman. the test was multiple choices. in number one to fifteen of the test were about incomplete sentence, so the students chose the words or phrases that best to complete the sentence. in number sixteen to forty of the tests the students should identify the one underlined word or phrase that must be changed in order for the sentence to be correct. the assessment of this test was to consider the correct answer. if each items correctly answered, so the students obtained the score of 100 with formula the number of correct answers multiplied by the criteria of grammar test adopted from samad (2016). whereas, the translation test was a single paragraph of indonesian text that should be translated to english. the translation test adopted from fitria’s study (2011) and to 148 analyze the translation test, the researcher adopted the criteria of the translation by machali (2000). furthermore, to analyze the correlational data, the researcher used pearson product moment. the result got from calculating (rcount) compared to (rtable with the level significance 5%) in order to know the hypothesis is accepted or not. if the rcount > rtable the hypothesis was accepted, while if the rcount < rtable the hypothesis was rejected. afterwards, the correlation coefficient measured of correlation strength, and it range from -1.00 to +1.00. according to nunan (1992), there are three possible result of correlational study. those are positive correlation, negative correlation and no correlation. positive correlation is when both variables improve or decrease at the same time. a correlation coefficient close to 1.00 indicates a strong positive correlation. perfect positive correlation would result in a source of 1. negative correlation is when the amount of one variable improves the other decreases. a correlation coefficient close to -1.00 indicates a strong negative correlation. perfect positive correlation would result in -1. no correlation indicates that there is no relationship between the two variables. a correlation coefficient of 0 indicates no correlation. findings and discussion according to the table 1, the highest score of students’ grammar mastery test in the range 76-85 in which good categorization only 2 students. then, in the next categorization is fairly good, there are only 2 students who get the score in this category. next, there are 5 students in the range 56-65 which belong to fair categorization. meanwhile, the biggest percentage 52.5% with the number of frequency 21 students, belong to poor categorization. it means that most of students get score in the range 36-55 which is categorized as poor of grammar. next, there are 10 students in the range 0-35 which belonged in very poor categorization. in this calculation, no one got excellent (96-100) and very good (86-95). table 1. the percentage of students' grammar mastery score categories score frequency percentage excellent 96-100 very good 86-95 good 76-85 2 5.0% fairly good 66-75 2 5.0% fair 56-65 5 12.5% 149 poor 36-55 21 52.5% very poor 0-35 10 25% total l 40 100% table 2. students’ translation score categories scores frequencies percentages almost perfect translation 86-90 very good translation 80-85 good translation 75-79 7 17.5% adequate translation 70-74 15 37.45% inadequate translation 65-69 18 45% according to the table 2, the highest score of students’ translation test in the range 75-79 in which good translation, there are 7 students. then, the biggest percentage 45% with the number of frequency 18 students belonged to inadequate translation. meanwhile, there are 15 students in the range 70-74 which belonged to adequate translation. in this calculation, no one get almost perfect (86-90) and very good (80-85). table 3. the correlation between students’ grammar mastery and their translation ability grammar translation grammar (x) pearson correlation 1 .797 ** sig. (2-tailed) .000 n 40 40 translation (y) pearson correlation .797 ** 1 sig. (2-tailed) .000 n 40 40 150 according to the table 3, it showed that rcount (0.797) > rtable (0.264). thus, the hypothesis which said “there is significant correlation between students’ grammar mastery and their ability to translate indonesian text into english at the sixth semester student of english education study program of bengkulu university in the academic year 2018/2019” was accepted. then, the significant value (p) 0.000 < alpha value (0.05), it means the variable was reliable. moreover, the coefficient correlation was 0.797 which is close to 1.00. it indicates a strong positive correlation between students’ grammar mastery and their translation ability. based on the results, it could be concluded that the students’ grammar mastery and their translation ability at the sixth semester of english education study program of bengkulu university is poor. it means that grammar was one factor which affected the translation process. it supposed that the students should be mastered in grammar first in order to make good translation because the difficulty in translation is the difference in the grammatical system of both languages, english and indonesia (moentaha, 2006). accordingly, the grammar mastery and translation ability have the significant correlation. this statement expected that if the students master in grammar, so they would be better in making good translation and vice versa. it could be caused that the translation problem stood up nearly all the times by interpretes, namely grammatical and lexical (ghazala, 1995). it also presumed that the students’ still have lack knowledge of vocabulary, sentence patterns, and tenses. it was due to in the result of grammar tests many students mistakenly completed the correct sentence and analyzed the grammar errors in the sentence. this result supported the research of andayani (2017). she studied “the correlation between sixth semester students’ grammar mastery and translation ability of english department at iain tulungagung in academic year 2016/2017. the result of the grammar mastery and translation ability there is a correlation between both variables. this results same with this research. however, in the results of grammar test in translation test were different with the results of this research. in her research, the samples translated the english text into indonesian. so, the result showed that the grammar mastery of students was fairly good categorization, also the translation ability was fairly good categorization. that statement was different from this research which results stated that the students’ grammar mastery was poor, and the students’ translation 151 ability was inadequate. it was due to in this research, the samples translated the indonesian text into english. based on the explanation above, the researcher concluded some reasons why the students' grammar mastery and their translation ability were poor. first, it happened probably because the students lack of knowledge of vocabulary, so they have difficulties to translate the text. second, it probably caused that the students’ lack of knowledge about sentence patterns so that they have difficulties in arranged the text. third, it might be caused the students’ lack of knowledge about tenses. it was due to in indonesian language there was no tenses, but in english there was tenses so they still confused what tenses that they should used when they were translated the indonesian text into english. conclusions based on the results of the research, the researcher concludes that the students’ grammar mastery is in poor category and the students’ translation ability is inadequate category. then there is correlation between students’ grammar mastery and their translation ability of the sixth semester students of english education study program of bengkulu university in academic year 2018/2019. the correlation is strong with the correlation coefficient is 0.797, so the hypothesis is accepted. thus the students’ grammar mastery contributes significantly to the translation ability. it means if the students have good mastery in grammar, so it can be predicted that they are good in translation, but when they are not good in grammar, it can be predicted that their ability in translating is not good either. based on the research results, the researcher would like to give some suggestions. first, for the english education study program of bengkulu university. this research is expected to be used as a reference so that the unit credit semester (sks) of the grammar and translation subjects in english education study program should be added. therefore the students can learn more about grammar and translation in order to improve their grammar and translation ability. second, for the lecturer it is expected that the lecturer should improve language learning and teaching activities in teaching grammar and translation. third, for the further researcher. the further researcher can try to conduct this research in different subject. also they could conduct the research not 152 only focus to know the correlation, but also to know the students’ difficulties in grammar and translation. references andayani, triska yuni. (2017). the correlation between students’ grammar mastery and their ability in arranging jumbled words into good sentences. unpublished thesis. tulungagung: state islamic institute (iain) tulungagung. ary, donald. et al. (2010). introduction to research in education. eight edition. canada: nelson education. brislin, r.w. (1976). translation: application and research. new york: garner press. creswell, john w. (2012). educatinal research: planning, conducting, and evaluating quantitative and qualitative research. boston: pearson education. fitria. 2011. the correlation between students’ grammatical abality and translating skill (a survey at seventh semester of english letters department state islamic university syarif hidayatullah jakarta. unpublished thesis. jakarta: state islamic university syarif hidayatullah jakarta. ghazala, h. (1995). translation as problems and solutions. valletta : elga publication. machali, rochaya. (2000). pedoman bagi penerjemah. jakarta: grasindo. moentaha, salihen. (2006). bahasa dan terjemahan (language and translation, the new millenium publication). jakarta: kesaint blanc. nida, e.a. and taber. (1982). the theory and practice of translation. netherland: e.j. brill, leiden. nunan, david. (1992). research methods in language learning. cambridge: cambridge university press. samad, farida. (2016). the correlation between grammar mastery and translation ability at seventh semester students of english education study program khairun university of ternate. unpublished thesis. ternate: khairun university of ternate. https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 september 2019, vol. 3 no.2 english education program faculty of teacher training and education galuh university 86 received: accepted: published: july 2019 august 2019 september 2019 reading comprehension problems in reading section of toefl test dini febriani english education study program, department of language and art university of bengkulu dinifebriani326@gmail.com elfrida english education study program, department of language and art university of bengkulu mrs.elfrida@gmail.com fernandita gusweni jayanti english education study program, department of language and art university of bengkulu fernandita.gusweni@gmail.com abstract this research aims to find out the reading comprehension problems faced by the eight semester english education study program students of universitas bengkulu in reading section of toefl test. the subject of this research is eight semester students of english education study program in academic year 2018/2019 who have taken toefl test in language laboratory, fkip, universitas bengkulu. the subject of this research is 70 students of 79 students. this research was used descriptive quantitative as the methodology and the data was collected by using questionnaire as an instrument that distributed via google-form. the questionnaire consisted of 20 statements which represent 5 aspects of reading comprehension problems by wutthisingchai (2011). this research uses 4-point likert scale to measure students perception of reading problem, ranging from never (1 point), sometimes (2 point), often (3 point), always (4 point). the result shows that the majority of the students have problems in reading comprehension in 5 aspects. the percentage average of each aspect from highest to lowest was the reading comprehension problems related to the reading comprehension process. second problems is motivation. third problems related to background knowledge. fourth related to lack 87 reading strategies. the last problems related to language knowledge. from the results, it can be concluded that students of the eight semester at english education study program still have reading comprehension problems. keywords: reading comprehension problems, toefl test introduction as students we are supposed to master the four skills in learning english, one of them is reading. reading is one of the english skills which are essential to be mastered by the students to get new information and knowledge. according to brown (2006) reading is the most essential skill in the educational context as it can be the assessments for students’ general language ability. reading comprehension is one aspect of language skills that must be mastered by the student. to be able to interpret and absorb information from reading the material, students should have a good understanding ability. reading comprehension is required in each subject because each lesson is inseparable from the act of reading. therefore, students are required to have a good understanding of capabilities. to measure reading comprehension ability of foreign language learner, it can be used a toefl test. toefl or test of english as a foreign language is a standardized test to measure the english ability of non-native speakers. nowadays, toefl is used to get scholarships in order to continue further study in english speaking countries. toefl is also used to apply for a job vacancy. the reliance on toefl has reached such a point that most domestic universities use this standardized test as a part of graduation requirements. the authority of universities set this precondition because they believe that toefl is able to evaluate students’ ability and skills to understand english in academic tasks (aliponga, 2013). english study program of universitas bengkulu has a rule for the students. the students have to take toefl test first in their study program before they take the research report session. they have to get at least 450 for toefl pbt score if they want to continue their research report session. that means the students have to pass the toefl standard score and if they are failed, they have to take toefl over and over again until they get at least 450. so, it will be a new challenge for them. 88 achieving a high score for this test is not an easy task. this is evidence in the works of samad, et al (2017). they found many students from this university failed to achieve the required score to graduate from their studies. they found that among the participants of the 1916 toefl test at syiah kuala university, only 53 students were able to achieve a toefl score of 450-497 or 2.77%. these results indicate that most students at syiah kuala university still cannot reach toefl requirements. furthermore, a study conducted by abboud and hussein (2011) suggested that the difficulty in reading parts of the toefl comprehension experienced by test participants was due to their limited time of possession during the test, and lack of knowledge in aspects of reading. there are 70 students from the eighth semester of the english language education study programs at the university of bengkulu that have taken the toefl pbt test in the languages laboratory in 2018 and 2019. the first test was conducted on saturday 8th september 2018 and the second test was on monday 18th february 2019. based on the data the researcher obtained from the chief of the language laboratory at the university of bengkulu. in the first test, the number of questions in the reading section was 50 questions. from 79 students, just 70 students who took the test were only 16.90% of students who answered correctly above 30 questions. 35.21% of students who have the truth answered above half of the questions. 61.97% of students have the truth below half of the number of questions. in this section, the highest score is 57, and the lowest is 30. in the second test, the number of students is 41. 8.45% of students who have the right answer above 30 questions. 85.36% who answered correctly under 30 questions. in this section, the highest values are 53 and 38 lowest values. the results show that students find problems when doing the toefl test even they have received 2 courses about reading related to reading part of the toefl test in semesters 2 and 4. the above explanation becomes the researcher’s background in proposing this research. the researcher would like to analyze reading comprehension problems faced by the eighth english education study program students in the reading section of the toefl test. the researcher would like the research from samad, et al (2017) about students' strategies dealing with common difficulties in toefl reading comprehension section, but in this study the researcher will conduct in difficult reading section of toefl test and use the english education students who had been taken toefl test as the sample of this research. 89 method this research is descriptive quantitative research. the purpose of the research is to analyze the problems faced in the reading section in the toefl test. gay (2005) states that “descriptive quantitative research involves collecting numerical data to test hypotheses or answer questions concerning current status conducted either through self-reports collected through questionnaires or interviews or through observation”. the research uses a quantitative method. the quantitative technique is a technique that uses statistical mathematical. that means the quantitative is related to numerical form such as statistics, percentages, etc. because of the instrument that used in this study is questionnaire, the result is the numerical data. the data was on percentage. it means that the data in this research analyzed in simple quantitative techniques. the subject in this research is the eight semester of the english department in universitas bengkulu. the total number of the students were 79 students from two class. the subject is the students who have taken toefl test in the language labroratory fkip universitas bengkulu on saturday, september 8th, 2018 and monday, february 18th, 2019. based on the data that the research got from the chief of language laboratory, the first session of toel test the total were 70 students, while the second session of toefl test is 41 students. so, the subject of this research is 70 students who have taken toefl test in the language laboratory fkip universitas bengkulu. the instrument in this research used questionnaire. the questionnaire adopted from wutthisingchai (2011). the questionnaire consists of 20 statements about reading problems. it consists of 6 statements about reading problems related to language knowledge, 4 statements about reading problems related to motivation, 3 statements about reading problems related to background knowledge, 3 statements about reading problems related to reading comprehension process and reading problem about the lack strategies 4 statements. technique of collecting the data used google form and the scoring was using 4-point likert scale consists of never (1 point), sometimes (2 point), often (3 point), always (4 point). findings and discussion in this research, the researcher would like to present the statistical results and the data analyses in order to answer the research question about the reading comprehension problems 90 faced by the 8th semester english education students of universitas bengkulu in 2018/2019 academic years, in reading section of toefl test. the tables below showed the differences of english reading comprehension problems. table1 the result of problem related to language knowledge no problems never sometimes often always tota l 1. i don’t know the vocabulary and idiomatic usage so i cannot understand what i’m reading. 11 86 42 8 147 2. i don’t know sentence structures so i cannot understand what i’m reading. 21 80 21 8 130 3. i cannot sequence and connect ideas in reading text because i don’t know the organization. 12 86 39 8 145 4. my weak grammar causes misinterpretation of the reading text. 7 60 84 20 171 5. i’m not quite sure whether i know the meaning of some difficult words. 5 36 138 4 183 6. i often have a problem with the technical term when i read academic articles or text. 3 30 144 16 193 mean 161.5 table 2 the result of problem related to motivation no statements never sometimes often always tota l 7. i don’t like reading books even reading in my native language. 15 62 120 16 213 91 8. i think the reading problems come from the instructions and materials which affect my interest in reading. 2 50 114 20 186 9. when the text is too difficult, boring, and uninteresting, i fail to read. 3 32 123 40 198 10. when i have no interest in the topic discussed in a reading material, i find it even more difficult. 2 20 147 21 190 mean 196.7 table 3 the result of problem related to background knowledge no statements never sometimes often always total 11. when i read a passage, i tend to connect its content with my own previous knowledge related to the topic, and this is sometimes different from what the author intended in the passage. 2 32 129 27 190 12. some culture-loaded words and phrases will mislead my comprehension of a reading material. 2 30 153 4 189 13. sometimes even if i know every word in a passage, i still find difficulty in understanding the whole passage and grasping its central idea because of my limited background knowledge. 8 34 114 21 177 mean 185.3 92 table 4 the result of problem related to reading comprehension process no statements never sometimes often always total 14. i thought that i understood the passage quite well, but it turned out that i gave wrong answers to several comprehension questions after it. 7 32 120 28 187 15. i cannot concentrate until the end of the passage. when reading a long and boring passage, i often forget the former part when i read the latter part. 1 38 36 152 227 16. after reading a passage once, i seem to forget what i have already read, and have to move backward and reread it. 2 38 123 16 179 mean 197.6 table 5 the result of problem related to the lack of reading strategies no statements never sometimes often always total 17. i must read every single word otherwise, i’m afraid i might miss an important point which will affect my comprehension of the whole texts. 6 46 96 36 184 18. i always look up the meanings of unknown words in my dictionary every time i have problem with difficult vocabulary. 3 38 102 56 199 19. when i read, i read aloud to help me remember well. 11 46 78 40 175 20. when i read, i cannot predict 8 68 72 16 164 93 what will come next. mean 180.5 the majority of the eighth semester of english education study program students often find problems in reading comprehension related to reading comprehension process (197.6 point). majority of the students were agreed that “they cannot concentrate themselves until the end of passage. when reading a long and boring passage, they often forget the former part when they read the latter part” are their biggest problems. the second problems encountered by the eighth semester english education study program students when doing toefl test was reading problems related to motivation (196.7 point). they had problems because when they have no interest in the topic discussed in a reading material, they find it even more difficult, and also when the texts is too difficult, boring, and uninteresting, they fail to read. the third problems that faced by the student when doing toefl test was reading problems related to background knowledge that faced by the eighth semester english education study program students. the problem related to “connect its content with my own previous knowledge related to the topic, some culture loaded words and phrases will mislead comprehension of a reading material, and also limited background knowledge.” the next aspect that made the students difficult to comprehend the reading was the lack of reading strategies (180.5 point). they had problems because “they always look up the meanings of unknown words in their dictionary every time they have problem with difficult vocabulary”. the last aspect is language knowledge that faced by the eighth semester english education study program students, the students often felt (161.5 point). the problems related to the language knowledge such as they often have problem with technical term, grammar, sentences structure, vocabulary and idiomatic usage when their read the academic articles or text. based on the result, it can be concluded that the 4-point likert scale of each aspect from highest to lowest was the reading comprehension problems related to the reading comprehension process, related to the motivation, related to background knowledge, related 94 to lack reading strategies, and the last related to language knowledge. it can be implied that the students have problems in 5 aspects. conclusions the result of this research show the majority of the eight semester english education study program students have problems in reading comprehension when doing toefl test. the first is reading problems related to reading comprehension process. such as while looking at the print text, readers are decoding it, deciding what it means, how parts relate to each other, or to things they know, predicting what to come next, and expecting which purpose to read for. second, it is related to motivation. they find difficult because when they have no interest in the topic discussed in a reading material, they find it even more difficult. moreover, if readers are not interested in the topic they are reading, they may fail to read. third, it is related to background knowledge. it means that the students lack of background knowledge as the students prior knowledge or knowledge of the world including culture knowledge. fourth, it is related to the lack of reading strategies. it is how readers perceive or comprehend a text, how they can process to read, and do what they do when reading comprehension become difficult. fifth is related to the language knowledge as the next problems faced by the students that related to vocabulary and idiomatic usage, also related to grammar, meaning of some difficult word, last related to technical term when the students read articles or text. the lecture can share knowledge for students about reading comprehension, so it can be minimize the problems in reading comprehension when doing toefl test. for the students, this research can be a reference for students to know their problems in reading comprehension. and also students can find solutions to their problems to succeed the reading section of the toefl test. for the further researcher, it is expected that they can investigate a research with another skill about toefl test and also this research can be used as a reference to conduct a research with the same topic. for the further researcher should not use an online questionnaire, because we do not know whether participants correctly understand the meaning of the statements or we can change the questionnaire with indonesian language. 95 references abboud, z.a.r., & hussein, n.j. (2011). the difficulties faced by advanced iraqi foreign learners in passing itp toefl test. journal of basrah researches (humanities series): 36 (4), 110138. aliponga, j. (2013). reading journal: its benefits for extensive reading. international journal of humanities and social science, 3(12), 73-80. brown, h. d. (2006). teaching by principles. england cliffs. new jersey: prentice hall samad, i. a. jannah, m. fitriani, s. s. (2017). efl students' strategies dealing with common difficulties in toefl reading comprehension section. international journal of language education. vol. 1 no. 1, march 2017 pp. 29-36. wutthisingchai, sajeerat. (2011). a survey study of english reading comprehension problems in academic texts as perceived by mathayom 5 students in the english program at thai christian school. international journal of academic research. vol. 2. no. 15. https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 september 2017, vol. 1 no. 2 english education program faculty of teacher training and education galuh university 1 received: accepted: published: july 2017 august 2017 september 2017 the effectiveness of jigsaw on reading comprehension of analytical exposition text febriana hidayati ebriana.hidayati@gmail.com sman 2 singaparna tasikmalaya dedeh rohayati english education program, galuh university-ciamis abstract this paper investigates the effectiveness of jigsaw on reading comprehension of analytical exposition text. the instruments, achievement test used to collect data were pre-test and post-test to experimental and control groups. they served to measure students’ reading comprehension of analytical exposition text by using jigsaw . the instrument, questionnaire was used to collect data about the participants’ response towards using jigsaw in comprehending analytical exposition text. from the research, it could be obtained the t-observed value was 2.410, whereas t-critical was 2.021.it means the alternative hypothesis is accepted and the nul hypothesis is rejected. it can be concluded that there is significant difference in reading comprehension of analytical exposition text between students who are taught by using jigsaw learning and those who are taught by using grammar-translation method. furthermore, the participants’ response towards using jigsaw on reading comprehension of analytical exposition text were positive in building good relationship among classmates ; the students were be active participant in learning activity ; and the students enjoyed learning because the jigsaw classroom stimulated students’motivation. so, jigsaw is one of the most effective ways of teaching english reading comprehension of analytical exposition text in senior high school. keywords: jigsaw, reading comprehension, analytical exposition text 2 introduction reading is one of the language skill that stimulates the acquisition of knowledge and exchange of information in language learning context. also, reading skill is a very important aspect in teaching and learning process because it can give the students much information. through reading, students can learn ideas, concepts, vocabularies, and attitudes. meanwhile, the main concept in reading skill is “comprehension”; and thus reading comprehension is the process of constructing meaning from the written words, sentences, texts in order to understand its contents (mohammadi & davarbina, 2015; nejad & keshavarzi, 2015). reading comprehension of analytical exposition text is an ability should be mastered by students of the eleventh grade of senior high school. according to sudarwati ( 2007, p. 115 ) analytical exposition text is a text that elaborates the researcher’s idea about the phenomenon surrounding to persuade the readers. it means that the text emphasizes something and give the arguments to persuade and convince the readers. nowadays, most of the problem occurring in the classroom deals with reading comprehension. reading is a complex process which involves not only reading the text but also their experience to comprehend it. because of its complexity, many teachers of english at senior high school find it difficult in all teaching reading; and therefore prefer teaching structure to read. this monotonous technique of teaching reading makes the students do not understand the content of the text, and many students easily get bored and tired when the reading material being taught. they do not like reading activities and do not have the motivation to do the materials because of the conventional method teaching. it was apparently found by the teacher during the class where most of the students have lack ability to comprehend the reading material, specifically in reading analytical exposition text. during teaching, the researcher found that the students got a lower score in the daily 3 test, final semester test and even in the national exam. another problem is lack of the students’ participation in the classroom. so that student may feel like they do not have enough chance to participate actively. therefore, the teacher needs a proper technique to make the students can participate actively in the learning process, so that they can comprehend reading material easily. based on this situation, the teacher proposes the use of jigsaw in conducting the teaching-learning process. it is because jigsaw is one method which makes: the independence of group members possible, promotes interaction and cognitive elaboration, takes into consideration, and it is one of the most effective ways of teaching english reading (meng, 2010). in implementing jigsaw on reading comprehension of analytical exposition text according to aronson (1997), as cited in adhami & marzban (2014), the jigsaw classroom is very simple to use. these are ten steps of the jigsaw: 1) dividing students into 5-6 person jigsaw groups. 2) appointing one student from each group as the leader. 3) dividing the lesson into 5-6 segments. 4) assigning each student to learn one segment, making sure students have direct access only their segment.5) giving students time to read the topic at least twice and become familiar with the topic.6) give students to the expert groups time to discuss the main point of their segment and to rehearse the presentation they will make to their jigsaw group. 7) bringing the student back into their jigsaw group. 8) asking each student to present her or his segment to the group. 9) floating the group, observing the process, if any group is having trouble., (e.g., a member is dominating or disruptive), make an appropriate intervention. 10) at the end of the session, give a quiz on the material. based on the theories above, jigsaw is a technique which is expected to build students’ social and cognitive skills. there are some previous studies which focus on jigsaw. based on the application of jigsaw according to mengduo and xiaoling (2010), he found that that jigsaw technique is 4 an effective way to promote student participation and enthusiasm as well as a useful technique for language learners to accomplish learning tasks in the efl classroom. similarly, zainullah (2014) found that the strategy of jigsaw could improve the students’ enthusiasm, activeness, and reading comprehension score of the tenth grade students of sma darul qur’an watugede singosari. moreover, mohammadi and davarbina (2015) investigated the effect of the cooperative learning techniques on improving the intermediate-level students׳ reading comprehension. more precisely, it set out to investigate the impact of numbered heads together (nht) and jigsawas two techniques of cooperative learning, on efl students׳ reading comprehension achievement. the results of one-way anova demonstrated that both techniques of cooperative learning could improve efl learners’ reading comprehension with jigsaw instruction being more influential on reading comprehension compared to numbered heads together. in conclusion they have proved jigsaw is the most effective and interesting teaching technique to be applied in the learning process to develop students competencies on reading comprehension and they can work actively and cooperatively is cooperative learning method (mengduo and xiaoling, 2010 ; zainullah, 2014 ; mohammadi and davarbina, 2015). after highlighting the previous study, the writer needs to delineate the research questions. in this study, the writer addresses two research questions: (1) is there any significant difference in reading comprehension of analytical exposition text between students who are taught by using jigsaw learning and those who are taught by using grammar-translation method ( gtm) ? (2) how do the participants in the experimental group response toward the jigsaw instruction after the treatment? accordingly, this study intended to investigate the effectiveness of jigsaw on reading comprehension of analytical exposition text to the eleventh grade of one of senior high school in tasikmalaya. 5 method the present study adopted randomized pre-test post-test control group design of true experimental research as the research design in finding out whether there is a significant difference in reading comprehension of analytical exposition text between students who are taught by using jigsaw learning and those who are taught by using grammartranslation method (fraenkel, wallen& hyun, 2012, p. 302). pre-test was given to the students of experimental and control groups before implementing jigsaw in comprehending narrative text. then, post-test was given to the students of experimental group after being treated by jigsaw and control group which was not treated by jigsaw in comprehending analytical exposition text. besides that, the present study used descriptive method in answering the second research question of this study which concerns the students’ opinion, the researcher got from questionnaire. the questionnaires were completed by the students of experimental group about what they response toward jigsaw insruction after the treatment. the researcher gave pre-test as the achievement test to measure an individual’s knowledge or skill and the effectiveness of an instruction (fraenkel, wallen & hyun, 2012, p. 127). then, post-test was given after jigsaw was treated and the students’ reading comprehension of control group after grammar – translation method was treated. after collecting data of achievement test, quantitative data analysis technique was used by using t-test or independent t-test. independent t test is utilized to investigate significant mean differences between pre-test and post-test on control and experimental groups reading comprehension (fraenkel, wallen, & hyun, 2012, p. 248). to collect the data concerning the participants’ responses towards jigsaw instruction after the treatment, the researcher gave close open ended questionnaires as the instrument 6 to the sample of experimental group to investigate what they response toward jigsaw instruction after the treatment. the students of experimental group were asked to to answer five questions in the questionnaire about their response toward the jigsaw instruction after the treatment. there were some steps in analyzing the data questionnaire. it started from coding and then entering the data (dӧrnyei,2003, p. 97). moreover, the data obtained from questionnaire were analized based on the the categories of student engagement and presented through bar chart based on the percentage computation as suggested by hatch and lazarton ( 1999). findings and discussion based on the result of this study, it shows that t-observed (2.41) is higher than t-critical (2.02). based on the rule of statistical research, if the t-observed is higher than t-critical value, alternative hypothesis (h1) is accepted and null hypothesis (h0) is rejected. so that, alternative hypothesis ( h1) is accepted. referring to the first research question whether there is any significant difference in reading comprehension of analytical exposition text between students who are taught by using jigsaw and those who are taught by using gtm in the eleventh grade of one of senior high school in tasikmalaya. it is indeed that there is significant difference in reading comprehension of analytical exposition text between students who are taught by using jigsaw cooperative learning and those who are taught by using gtm in the eleventh grade of one of senior high school in tasikmalaya. in addition, based on the students’ answer to each numbers of questionnaire, the result showed that the participants in the experimental group gave positive responses toward the jigsaw instruction after the treatment. based on the result of the research, the answer of the first research question is there is a significant difference in reading 7 comprehension of analytical exposition text between students who are taught by using jigsaw learning and those who are taught by using grammar-translation method, also the answer of the second research question is the students give positive responses toward jigsaw instruction after the treatment. the students interested in using jigsaw, they felt by using jigsaw could improve their reading comprehension ability, and it could solve the difficulty to comprehend the analytical exposition text , could improved student’s responsibility in self assessment, and students became an active participant as a group together. from the explanation above, it can be concluded that the present study and the previous studies also showed jigsaw gives many benefits : 1) jigsaw could improve their reading comprehension ability ; 2) it made students get interested in learning narrative text ; 3) they could build good relationship between classmates ; 3) they could be more active in learning activity ; 4) jigsaw could improve student’s responsibility in self assessment . so, finally we can conclude that jigsaw is one of the most effective ways of teaching english reading comprehension of analytical exposition text in senior high school. concerning the relation to the previous studies, there was a difference between this research to the previous studies by mengduo and xiaoling (2010), zainullah (2014), and mohammadi and davarbina (2015). they study did not focus on the analytical exposition text. the similarity of this research to the previous study was the implementation of jigsaw could generate interpersonal and interactive skills. conclusions based on the result of the study conducted at the class xi ipa 1 and xi ipa 2 of the senior high school in tasikmalaya, there is significant difference in reading comprehension of analytical exposition text between students who are taught by using jigsaw cooperative learning and those who are taught by using gtm in the eleventh grade of one of senior high school in tasikmalaya. based on the students’ responses, it was 8 found that the students give positive response toward the use of jigsaw especially in building social skill and students’ motivation in learning english. so, we can conclude that jigsaw is one of the most effective ways of teaching english reading comprehension of analytical exposition text in senior high school. it can develop students’ reading comprehension skill, and also raise students’ motivation, interpersonal and social skill. referring to the conclusions above, the researcher offers some suggestions. the first is for the teacher to vary techniques in teaching activity especially teaching reading. the second is for the students to build good relationship with classmates to share knowledge each other. for further researchers, actually this study still have some weaknesses. thus, it gives a broad opportunities for other researchers in making this study more perfect in the same field with the different interest. references adam, f, h. (2013). using jigsaw technique as an effective way of promoting co-operative learning among primary six pupil in fijai. international journal of education and practice, 1(6):64-74. adhami, m., and marzban, a. (2014).the effect of jigsaw task on reading ability of iranian intermediate high school efl learners. journal of academic and applied studies, 4(2), 13-24. brown, h. d. (2000). principles of language learning and teaching, fourth edition. a pearson education company. burns, a. (2000). doing action research in english language teaching: a guide for practitioner. new york: routledge. cresswell, w, j. (2009). research design qualitative quantitative mix methods approach. los angeles, london, new delhi , singapore : sage publications. inc. dӧrnyei, z. (2003). questionnaire in second language research: contrsuction, administration, and processing. lawrence erlbaum associates, publishers mahwah, new jersey. london. edenshaw, a, d. (2015). the effect of cooperative learningon student’s efl reading comprehension: menshentie grade nine high school student in focus. education journal, 4(5), 222-231. 9 fraenkel, j, r., wallen, n, e., and hyun, h,h. ( 2012 ). how to design and evaluate research in education. new york: mc graw hill: inc. gerot and wagnell. (1995). making sense of functional grammar. harmer, j. (2007). the practice of english language teaching. fourth edition. edinburgh gate. england: pearson educated limited. holliday, d, c. (2002). jigsaw iv : using student / teacher concern to improve jigsaw iii. eric processing and reference facility 4483-a forbes boulevard lanham, maryland 20706. kagan, s. (2009). kagan cooperative learning. san clemente: kagan publishing. kazemi, m. (2012). the effect of jigsaw technique on the learners’ reading achievement: the case of english as l2. mjal, 4(3). khaki, n. (2014). improving reading comprehension in a foreign language : strategy reader. the reading matrix, 14(2). meng, j. (2010) jigsaw cooperative learning in english reading. journal of language teaching and research, 1(4), 501-504. mengduo, q. & xiaoling, j. (2010). jigsaw strategy as a cooperative learning technique : focusing on the language learners. chinese journal of applied linguistics bimonthly, 33(4). mohammadi, a. and davarbina, m. (2015). the effect of cooperative learning techniques on reading comprehension ability of iranian efl learners. international j. soc. & education, 5. nejad, s., and keshavarzi, a. (2015). the effect of cooperative learning on reading comprehension and reading anxiety of pre-university students. journal of applied linguistic and language research, 2(8), 169-180. ragabuana, k. (2014). the effectiveness of jigsaw technique in learning reading of exposition text : a quasiexperimental study at the second year students of sman 34 jakarta. unpublished paper. syarif hidayatullah state islamic university jakarta. snow, c, e. (2010). reading comprehension: reading for learning. international encyclopedia of education , 5, 413-418. sudarwati and grace. (2007). look ahead: an english course 2 for senior high school students year xi. jakarta: erlangga. zainullah, m. (2014). improving reading comprehension on narrative text using jigsaw technique of the tenth grade student. jurnal penelitian, pendidikan dan pembelajaran, 3. https://jurnal.unigal.ac.id/index.php/jall/index https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 received accepted published november 2019 january 2020 february 2020 digital hangman game to improve student’s vocabulary mastery in teaching narrative text zaqiyah lailatul farihah zaqiyahfarihah@ikipsiliwangi.ac.id ikip siliwangi, cimahi, jawa barat, indonesia etika rachmawati etikarachmawati@gmail.com universitas galuh ciamis, indonesia abstract this study aims at investigating the use of digital hangman game to improve students‟ vocabulary mastery in teaching narrative text at tenth grade at one of islamic senior high school in padamulya ciamis, indonesia. the writers used convergent parallel mixed methods design as a method of the study because the convergent parallel mixed method is a form of mixed-method design in which the researcher converges quantitative and qualitative data in order to provide a comprehensive analysis. experimental research was used in this study. moreover, the data in this study were collected from several sources including achievement tests, questionnaires, and observation. the result showed that tobserve was 10.992 and t-critical at df=19 on level 0.05 with a two-tailed test was 2.093, which means that t-critical was less than t-observe and alternative hypotheses were accepted. thus, the students generally pleased with the teaching narrative text by using the digital hangman game. furthermore, almost the students gave their good responses to the implementation of the game. for further researchers, it gives broad opportunities in making this study more complete in the same field with a different interest such as how to teach narrative text through other strategies. keywords: hangman game, vocabulary, narrative text introduction in learning english, vocabulary plays an important role. it is one element that links the four skills of speaking, listening, reading and writing altogether. considering the importance of vocabulary role in learning a foreign language, the mastery of this element should be ensured and developed. according to (hatch and brown, 1995, p. 1) vocabulary is the list for a particular language or a list of the set of words individual speakers of a language might use. it means vocabulary is a series of words used by individual speakers of certain languages. since vocabulary is a list, the only system involved in alphabetical order in dictionaries. here, vocabulary is written in alphabetical order in dictionaries based on the system or rule of the foreign language. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 39 mastering vocabulary is the most important thing in mastering english. english learning process faces many problems because students lack vocabulary. according to hatch and brown (1995, p. 370), vocabulary mastery is needed to express our ideas and to be able to understand other people‟s sayings. the specificity of any individual vocabulary knowledge depends on the person and his motivation, desires, and need for the words. it means that vocabulary is an individual great skill in using words of a language that is acquired based on their own interest and motivation. harmer (1991, p. 154) and harmer (2007, p. 229) stated that teaching vocabulary is a major part of the teachers‟ art. it means to make students understand that vocabulary is a very basic task in language teaching, but sometimes difficult in practice. there should be such creative techniques in language teaching to help the teacher. in language teaching, the media used should be interesting and matched with the characteristics of the learners. this aspect can be done by applying to learn and playing techniques, such as the use of computer games. learning through computer games provides several advantages. the game can be accepted joyfully, as related to the nature of the game that it is entertaining and exciting. because the game is fun, playing at once arouses great interest for learners in a particular subject. the game can be classified as one of the media that is familiar with students and can be used for the teaching and learning process. uberman, (1998, p. 20) stated that “games encourage, entertain, teach, and promote fluency. if not for any of these reasons, they should be used just because they help students see the beauty in a foreign language and not just problems that at times seem overwhelming”. it means that the game is one of the media that can be used by a teacher in the learning process, by applying the game in the learning process, especially in improving students' vocabulary in a text. the students will not have difficulty in understanding or memorizing vocabulary. media is one of the most needed things in the learning process. as for media that can be used as an alternative is game. according to sweetser et al (2003) and lazzaro (2004) that learners or people like to spend time with friends and enjoy interacting with other people, watch others play chat and talk about the game and see other people's expressions. it means that game is one of the media that can be used in a learning process. greenall (1998, p. 84) in asrori m, et al, (2013) explain the procedure of how to play digital hangman games in teaching: form groups of four or five. ask one person in each group to think of a word of not less than seven letters, and then make the number of letters jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 40 with a series of dashes. in turn, the other students say one letter each. if the letter is contained in the word, it is marked in its correct position above the dash. if the letter is not contained in the word, a line representing part of the gallows (see below) is drawn. each time a student guesses a letter that does not occur in the word, further part is added to the gallows in the order marked below. there are ten parts to the gallows and if there are ten wrong guesses, the person who thought of the word wins a point. some modifications to gameplay to increase difficulty level are sometimes facilitated, such as limiting guesses on high-frequency consonants and vowels. another alternative is to give the definition of the word. this can be used to facilitate the learning of a foreign language. in this study, there are several problems that can be identified. first, language classroom basically needs teaching media that support the english teaching and learning, second, the students‟ laziness to lack of vocabulary mastery. third, students especially adolescents want to learn vocabulary by doing interesting activities that are almost similar to playing games. and last is a language teaching method, the teacher always uses the traditional method. furthermore, there are some previous studies related to this study. those are setywan & widyahening (2015) „improving students‟ vocabulary mastery using riddles game‟. trihandayani, & ahmad (2016) „the effectiveness of using computer game “fast hand” to improve students‟ vocabulary mastery for junior high school‟. efendi erfan (2013) „the use of games to improve vocabulary mastery‟. kartikawati, d. (2014) „improving the second-semester students‟ vocabulary mastery using hangman game‟. purbandari, p. (2018) ‘male and female students‟ attitudes toward english vocabulary mastery in learning speaking‟. nurazizah, h., friatin, ly., sugiarto, br. (2019) “whatsapp voice note in speaking class”. however, the previous studies involved mainly in the implementation of the games and the digital media in learning english speaking. thus, the present study examined specifically to investigate the use of digital hangman games in teaching narrative text. method the writers used convergent parallel mixed methods design as a method of the study because the convergent parallel mixed method is a form of mixed-method design in which the researchers converge or merge quantitative and qualitative data in order to provide a comprehensive analysis of the research problem. experimental research was javascript:void(0) jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 41 used in this study. moreover, the data in this study were collected from several sources including achievement tests, questionnaires, and observation. findings and discussion the students of the experimental group showed their progress from the result of the post-test. the lowest students‟ score of pre-test was 5 and the lowest students‟ score of post-test was 30. the highest score of the pre-test was 40 and the highest score of the posttest was 75. it can be concluded that there is an improvement in students‟ achievement scores in vocabulary mastery of the experimental group from the pre-test and post-test. the value of t-test was computed by using the computation of statistics which was taken from burns (1997, p. 157) as follows: t = ̅ ̅ the denominator of the above formula ̅calculated from the following formula: ̅= √∑ ∑ ( ) thus the full formula for t when the samples correlated: t= ̅ √∑ ∑ ( ) ̅ √ ( ) ( ) ̅ √ ( ) ( ) ̅ √ ( ) ( ) ̅ √ ) ̅ √ ̅ √ jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 42 ̅ t= t= 10.992 the degree of freedom (df) the next step was calculating the degree of freedom (df). the purpose of this step was to find out the degree of freedom and can be seen in this formula: df = n – 1 = 20 – 1 df = 19 making interpretation and conclusion in making the interpretation and conclusion about the achievement test, there was the data about the gained score of the experimental group, t-observed, degree of freedom, and t-table. table 1 score of the experimental group, t-observed, degree of freedom, and t-table. 1. gained score of the experimental group -580 2. t-observed 10.992 3. degree of freedom 19 4. t-table 2.093 based on table 1, the gained score of the experimental group was -580, the t observed was 10.992, the degree of freedom 19 and t-table was 2.093. testing hypothesis in this research, there are two kinds of hypotheses. they are null hypothesis〖(h〗_0) and alternative hypothesis (h_1). in this part, the writers would test those hypotheses. the testing of the hypothesis would be presented below: null hypothesis( ) the null hypothesis( ) mean there is no significant difference between the students‟ vocabulary mastery in learning narrative text after they taught by using the digital hangman game. ( ) can be rejected if t-observed is higher than the t-table. the result of computation showed that t-observed was 10.992 and the t-table is 2.093at the level of significance 0.05 with df= 19. in this case, the t-observed was higher than the ttable. it means that( ) was rejected. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 43 alternative hypothesis ( ) the alternative hypothesis ( ) mean there is a significant difference between the students‟ vocabulary mastery in learning narrative text after they taught by using the digital hangman game. ( ) can be accepted if the t-observed is higher than the t-table. the result of computation showed that t-observed was 10.992 and t-table was2.093the level of significance 0.05 with df=19 in this case, t-observed is higher than t-table. it means that ( ) is accepted. it can be concluded that the use of digital hangman game in teaching narrative is effective to improve students‟ vocabulary mastery. based on the hypothesis testing, there were null hypothesis and alternative hypothesis. the writers found that t-observed was 10.992 and the t-table was 2.093 it means that the t-observed value was higher than the t-critical value. so, the null hypothesis was rejected and the alternative hypothesis was accepted. in conclusion, there is a significant difference between the students‟ vocabulary mastery in learning narrative text after they taught by using the digital hangman game. the students’ responses toward the use of digital hangman game to improve students’ vocabulary mastery in teaching narrative text. the questionnaire was conducted to get students‟ responses toward the use of digital hangman game to improve their vocabulary mastery. chart 1. students‟ responses toward the use of digital hangman game to improve their vocabulary mastery based on chart 1, it could be seen that in responding to the first questionnaire item on “do you enjoy learning english with that game? (digital hangman game)” showed that 95% represented enjoy when they learned narrative text by using digital hangman game because the students need teaching media which can make them feel the atmosphere that makes them not bored quickly and provide motivation in the learning process. on the opposite, the result showed that 5% represented who did not enjoy the learning process of narrative text by using the digital hangman game. basically, the jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 44 students did not like learning by using the game, the students need other methods in the learning process with an atmosphere that is more serious and learn individually. furthermore, the second questionnaire item on “does hangman game interesting for learning narrative?” the result showed that 90% represented eighteen students agreed that the digital hangman game was interesting for learning narrative, students also argued that the digital hangman game created a new situation in the process of learning narrative. meanwhile, there were 10% represented that two students did not have the same perceptions of the learning narrative by using the digital hangman game. the third questionnaire item on “how do you remember many vocabularies after playing those games?” showed that there were 95% represented nineteen students who agreed that they can remember some words contained in the text. on the other hand, 5% represented that students disagree because they felt that the game was difficult to use in remembering vocabulary. the fourth questionnaire item on “what are the difficulties when you play the digital hangman game?” showed that 60% represented twelve students who agreed that this game was difficult to play for a beginner. on the other hand, 40% represented eighth students disagreed. some students felt that the game was quite easy to use in narrative learning with the words presented that contain more vocabulary. the fifth questionnaire item about "do you like that game in learning narrative?" shows that 90% represented eighteen students agreed that the digital hangman games made the students enjoy to learn vocabularies that have never been found before. and 10% represented two students disagreed because the games are too simple to be used in learning. sweetser et al. (2003) and lazzaro (2004) stated that learners or people like to spend time with friends, enjoy interacting with other people, watch others play chat and talk about the game to see other people‟s expressions. this definition means that game is one of the media that can be used in the learning process. so, especially in this game, students are required to cooperate with group members to guess the word, so that they will feel challenged. the sixth questionnaire item on “does the digital hangman game help you remember the vocabularies?” showed that 75% represented fifteen students agreed that the hangman game can help them to remember the vocabularies. on the other hand, 25% represented fifth students disagreed because some students felt that this game was difficult to use for beginners, need extra understanding to be able to play it. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 45 conclusion based on the findings, the data showed that the t-test was 10.992 and t-table at df = 19 on the level 0.05 with the two-tailed test was 2.093, which means that the t-table was less than t-test and the alternative hypothesis was accepted. it proves that the digital hangman game improves students‟ vocabulary mastery. furthermore, the students generally pleased with the teaching narrative text by using the digital hangman game. almost the students gave their good responses to the implementation of the game. for further researchers, it gives broad opportunities in making this study more complete in the same field with a different interest such as how to teach narrative text through other strategies. references asrori, m, et al.(2013). improving vocabulary mastery through hangman game to elementary school student . sebelas maret university surakarta burns, r. b. (1997). introduction to research methods. addison wesley longman. efendi, e . (2013). the use of games to improve vocabulary master. unisma, issn 23376384.volume 1, no. 12.(accessed on saturday, november 2017) harmer, j. (2007). the practise of english language teaching. london: longman. hatch, e & brown, c. (1995).vocabulary, semantic and language education. cambridge: cambridge university press. hatch, e. and lazaraton, a. (1999). the research manual design and statistics for applied linguistics. massachusetts: heinle publisher. kartikawati, d. (2014). improving the second semester students‟ vocabulary mastery using hangman game at hutama abdi husada nursing academy tulungagung in academic year 2011/2012. stkip pgri tulungagung (accessed on saturday, november 2017) nurazizah, h., friatin, ly., sugiarto, br. (2019). whatsapp voice note in speaking class. journal of english education and teaching 3 (3), 343-360. purbandari, p., rachmawati, e., febriani, rb. (2018). male and female students‟ attitudes toward english vocabulary mastery in learning speaking (a survey study at one of ma islamic boarding school in tasikmalaya). jall (journal of applied linguistics and literacy) 2 (2), 89-100. sofwan, a & trihandayani, r. (2016). the effectiveness of using computer game “fast hands” to improve students‟ vocabulary mastery for junior high school. english javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) javascript:void(0) jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 46 department. faculty of languages and arts. state university of semarang. issn 2252-6706. sweetser, p & wyeth, p. (2008). game flow: a model for evaluating player enjoyment in games. journal of acm computers in entertainment, _120223075158, pdf uberman, a. (1998). the use of games for vocabulary presentation and revision. vol 36 no 1. (accessed on tuesday, march 6 th 2017) http://dosfan.lib.uic.edu/usia/eusia/forum/vols/vol36/no1/p20.htm http://dosfan.lib.uic.edu/usia/e-usia/forum/vols/vol36/no1/p20.htm http://dosfan.lib.uic.edu/usia/e-usia/forum/vols/vol36/no1/p20.htm https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 february 2018, vol. 2 no. 1 english education program faculty of teacher training and education galuh university 45 received: accepted: published: october 2017 december 2017 february 2018 teachers’ perception on classroom action research in english education among english teachers in ciamis west java rina herlina rherlina85@yahoo.co.id galuh university asep dudi kurnia galuh university didih faridah galuh university abstract this study is a surveybased research about teachers‟ perception on classroom action research in english education among english teachers in ciamis. the objective of the study is to investigate how english teachers perceive on classroom action research in teaching english. it varies among english teachers, indeed. thus, this survey reveals their sight, point of view, and expectation toward classroom action research. open-ended questionnaire is the only instrument given to 20 respondents during the survey. it consists of 4 questions. simple random sampling has been applied. all of them are english teachers from elementary schools, junior high schools, senior high schools and vocational schools in ciamis. ten of them are civil servants and the other ten are not. they are from certified and non-certified teachers. the survey result shows different english teachers‟ perception on classroom action research in percentage display taken from four questions. almost all respondents know the function of classroom action research in connection with finding the solution of overcoming some students‟ learning problems in the classroom. some of them have ever made classroom action research and know its procedure. all of them expect the government not to put pressure on english teachers to make classroom action research as the requirement unless they will get sanction due to the fact that it is instructed by the education and culture ministry. the conclusion is classroom action research has been a big concern among english teachers in ciamis. the suggestion then goes to all 46 english teachers to conduct classroom action research as an action to develop their teaching quality not to gain the government reward. keywords: classroom action research, english teachers, teachers’ perception introduction teaching english in indonesia seems to collide with several problems that can be viewed from some perspectives. those problems might be derived from teaching techniques, methods and strategies or from students‟ internal and external aspects. it makes sense because english is not its mother tongue. anticipating this phenomenon, indonesian government under kemendikbud has been persuading all teachers including english teachers to highlight any encountered problems, cases, difficulties, barriers in the classroom and they are entitled to construct them in classroom action research. this obligation has been set as the device for english teachers to develop teaching situation in order to achieve better learning and teaching goals. as the reward, teachers will get accumulated credits for their higher salary and it has been the destination for most english teachers. furthermore, english teachers still fear that without making classroom action research, their status of certified teachers will not survive. finally, it may head on illegal practices of fake classroom action researches. thus, this survey based research reveals english teachers‟ perception on classroom action research in teaching english. this survey also reveals their sight, point of view, and expectation toward classroom action research required by the government. open-ended questionnaire is the only instrument given to the teacher during the survey. it has five questions underpinning teachers‟ perception, expectation, and hopes. there are 10 samples included into the survey. all of them are english teachers taken randomly in ciamis. the reason why this research is undergone because the phenomena of perceiving classroom action research as not teachers‟ initiative to cope with some possible encountered problems in teaching but simply reach out the reward. english teachers in indonesia need to do remarkable practices because it occurs in the complex ecologies of individual, social, cultural settings and in the interactions of local and global contexts. therefore, teacher quality must be supported by evaluation of effective teaching depending on student outcomes, students who bring diverse experiences as well as other social and cultural background found in classrooms. darling-hammond(2006) might address the 47 challenge of how to appropriately measure teacher performance. the problematization of the teaching and learning process enables english teachers work through their own research in order that they can closely examine their role as change agents and decision-makers (alsop, dippo, & zandvliet, 2007), particularly when supporting the literacy needs of struggling readers. from this perspective, the way how english teachers examine their own practices and reflections about how their decision-making impacts student outcomes can be called self-studies which is completed to expand on current literature about situated learning and the contexts in which practices occur (lewison, leland, &harste, 2008), as well as adding to the literature on effective strategies because they provide a thick description of classroom practices. growing evidence shows that teacher quality and teachers‟ ability to reflect on their instructional practice critically affects students‟ learning outcomes (darling-hammond, 2006). this article describes how candidates in a graduate literacy program problematized teaching and learning in their own classrooms through the use of action research. the action research process provides opportunity for teachers to self-assess their practice and make timely instructional decisions based on student outcomes, as teacher-educators. besides, action research as one form of teacher-research, which has emerged as a methodology in educational research to help teachers engage in inquiry (pinnegar & hamilton,2009). action research is emancipatory because it “demands that practitioners take a hard look atthe structures and social arrangements that dominate segments of the population” (newton, 2008, p. 19) some of which teachers themselves might reinforce. steps of action research have five steps consisting of identifying the problem area, gathering the data, interpreting the data, action, and evaluation (ferrance, 2000). english teachers must follow up the whole steps to obtain the benefit of action research. it is to form teacher professional development, to build interactions with other colleges through action research, to impact school change potentially, and to reflect teachers‟ own practice. related previous study which has similarity with present study comes from hong and lawrence (2011) in „action research in teacher education: classroom inquiry, reflection, and datadriven decision making‟. the difference between hong and lawrence‟s and present study lies on research design where present study uses survey and hong and lawrence applied case study. 48 method the design of this research is a survey about teachers‟ perception on classroom action research in ciamis. there were 20 respondents taken randomly from english teachers in elementary school, junior high school, and from senior high school. matters, fox & hunn (2009, 11) stated that to obtain a random (or probably sample, the first step is to define the population from which it is withdrawn. the instrument of this survey is open-ended questionnaire which consists of four questions. first is whether or not english teachers know the function of classroom action research. second is how often they make classroom action research. third is whether or not they know the procedure of making classroom action research. fourth is the question about their expectation for government regarding classroom action research. matters, fox & hunn (2009:20) stated that in open-ended question the respondent is allowed to interpret the question in their own way. a research procedure comprises searching the literature, taking the respondents randomly, giving them the questionnaires, analyzing and interpreting the questionnaire. findings and discussion teachers‟ perceptions, particularly english teachers, on classroom action research vary at one another. the first question is about whether or not english teachers know the function of classroom action research. 80% of respondents said that apart from being instructed by education and culture ministry, the function of classroom action research is to overcome the problem found in the classroom by applying new teaching technique, strategy, or method. 20% still gets confused and consider classroom action research as a means of rising their credits. the second question is about how often they make classroom action research. only 40% of the respondents answered they have ever made classroom action research once and the rest of them said never. the third question is about whether or not they know the procedure of making classroom action research. only 50% of respondents said „yes‟ and the rest of them still need the help to make it. the fourth question is about their expectation for government regarding classroom action research. all respondents answered if the government can lower the standard of classroom action research as no longer fixed requirement. compared to the previous study, hong and lawrence‟s finding (2011) in classroom action research in teacher education: classroom inquiry, reflection, and data-driven decision making‟ shows that action research has been applied as classroom inquiry, reflection, and data 49 driven for classroom teachers, while the present study reveals different english teachers‟ perception on classroom action research. conclusions classroom action research has been the major concern among english teachers in ciamis. based on the survey result, the majority of english teachers in ciamis knows the function of classroom action research and its procedure. few of them have less attention on classroom action research because they said they are not public servants and they are not certified yet although they all know classroom action research. this various english teachers‟ perception indicates that the government, under education and culture ministry, must reconfirm the classroom action research significance in education particularly english education to eliminate global perception. references darling-hammond, l. (2006). constructing twenty-first century teacher education. journal of teacher education, 57(3), 300-314. hong, c.e & lawrence, s.a. (2011). action research in teacher education: classroom inquiry, reflection, and data-driven decision making. journal of inquiry & action in education, 4(2). william paterson university. lewison, m., leland, c., & harste, j.c. (2008). creating critical classrooms. in m. lewison, c. leland, & j.c. harste (eds.), creating critical classrooms: k-8 reading and writing with anedge. new york: lawrence erlbaum associates. mathers, n & fox, n & hunn, a. (2009). surveys and questionnaires. the nihr research design service for yorkshire & the humber. mcvicher, c. (2008/2009). inquiring illinois teachers want to know: action research questions from the field! illinois reading council journal, 37(1), 22-26. mertler, c.a., & charles, c.m. (2008). introduction to educational research, 6th ed. boston, ma: pearson education. mills, g.e. (2003). action research: a guide for the teacher researcher, 2nd ed. upper saddle river nj: prentice hall. newton, p., & burgess, d. (2008). exploring types of educational action research: implications for research validity. international journal of qualitative methods, 7(4), 18-30. pinnegar, s., & hamilton, m.l. (2009). self-study of practice as a genre of qualitative research: theory, methodology, and practice. dordrecht, the netherlands: springer. https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 september 2019, vol. 3 no.2 english education program faculty of teacher training and education galuh university 75 received: accepted: published: july 2019 august 2019 september 2019 the use of portfolio assessment of writing skill in descriptive text iman abdul halim imanabdulh@gmail.com agustin hartati zubaedah wiji lestari english education department universitas islam nusantara abstract the objectives of the research are to find out the use of portfolio assessment of writing skill in descriptive text and the challenges faced by the teacher in the use of portfolio assessment of writing skill in descriptive text in smp negeri 1 pagelaran cianjur. the type of the research is qualitative research with case study method. in collecting the data, the researcher uses field notes, observation checklist, open-ended questionnaire, and documentation. the data were analyzed by reducing the non useful data, displaying the data, and drawing conclusion. the researcher uses data triangulation to get the validity of the data. based on the research finding, the teacher implemented almost all the procedures of portfolio assessment proposed by brown & abeywickrama, the teacher designed the purpose of portfolio, the teacher designed the material of portfolio, the teacher designed the time of portfolio, the teacher designed the time for reviewing, the teacher designed the place for portfolio. the challenges faced by the teacher in the use of portfolio assessment of writing skill in descriptive text that the teacher has difficulties in giving feedback in a large class, less in controlling and guiding the students, and the teacher did not use the rubric for assessing the writing skill of the student’s task. keywords: portfolio assessment, writing skill, descriptive text introduction portfolio assessment is one of the types of an authentic assessment as a tool for assessing students’ work. ganesee and upshur in brown (2010) stated that portfolio is a purposeful collections’ work of student to know their progress, effort, and achievement. the researcher 76 explains that portfolio assessment is an important thing to see the students’ progress, the researcher had experienced in portfolio assessment when he studied in the university, the lecturer asked the students to write part of chapter in a book by their own words, the lecturer reviewed the material during the lesson, the students got the paper that had been evaluated by the lecturer in a week. referring to the researcher experience, the researcher think that portfolio assessment can monitor the students’ work for english subject. in english, teacher can assess students’ skill covered listening, speaking, reading and writing. writing is important in english, writing is how to produce the idea into written, in line with hamadouche in shofiyah (2013) that writing as an activity to produce written language. in writing skill, there are some genre of text that studied in school. according to derewianka & jones (2016) some kind of genre in english are narrative, recount, descriptive, report, explanation, exposition, and review. in this research, the researcher only focus on descriptive text. according to derewianka & jones (2016) descriptive text gives an information about a particular entity by describing its features, history, and spesific characteristic. based on english teacher information in smp negeri 1 pagelaran cianjur, there are some problem in english subject in seventh grade, teacher commonly asks student to do writing tasks at home which mean students did not practice writing optimally in the classroom. in addition, students mostly ignored the teacher’s feedback, when the teacher returned students’ work, students skipped the feedback and then put their writing in their bags and rarely took it for the second time. based on the explanation above of the background, then the question of the research are: 1. how is the use of portfolio assessment of writing skills in descriptive text? 2. what are the challenges faced by the teacher in the use of portfolio assessment of writing skills in descriptive text? method this research uses qualitative research with case study method. according to fraenkel, wallen, & hyun (2012) qualitative research investigate the quality of relationship, activities, situations, or material are frequently. in addition, this study describing in detail all of what goes on in a particular activity or situation. a case study is a detailed study of one or a few individuals, it can also be a study of an event, an activity, or an ongoing process (frankael, wallen, & hyun, 2012). based on explanations, the researcher defined that case study method is designed to explores in depth a program or detailed information, event, activity, 77 process in detailed by using various of data collection. in this research, the researcher uses three kinds of data collection which are observation, questionnaire, and documentation. he uses the data triangulation method by four kinds of instrument namely observation checklist, field notes, documentation, and open-ended questionnaire. the research was conducted in smp negeri 1 pagelaran cianjur. the participant was an english teacher who has taught for five years in that school. findings and discussion in this section, the researcher answers the research question. it consists of the result of the research and the discussion. the use of portfolio assessment of writing skill in descriptive text on 7 th grade at smp negeri 1 pagelaran cianjur 1. first observation the english teacher started the lesson by pointed one of students to lead praying, then she checked the students’ attendance. she started the lesson by informing the objective and assessment of the lesson. after that, the teacher asked the students to open when english rings a bell’s book, the teacher introduced the descriptive text to the students, then some of students asked question related to the descriptive such as the generic structure, the language features and social function. after giving some explanations about descriptive text to the students, the teacher distributed the worksheet to the students, she asked the students to do the task in groups, the task was made the text into meaningful. some of the students did not directly do the task but talk to each other, the teacher walked around the classroom to check and help the students. the teacher and students checked and discussed the task together that they did, then the teacher asked the students to write down on the worksheet, the teacher picked some of students to read the whole text to the class. after the time was almost up, the english teacher summarized the lesson, then the teacher asked the students to collect the task into folder, all the students collected the task into folder. the teacher motivated the students to study every day. the english teacher ended the lesson by saying alhamdulillah. after the lesson, the researcher documented the task of the students of the day. the following is the example of the students’ work. 78 figure 1.1 first draft of student’s work based on the figure above, the first task that had been given by the teacher aims to write the descriptive text meaningfully. based on the data from documentation, the teacher checked the students’ task by giving a checklist if the task was correct. in the beginning of the lesson, the teacher explained the purpose of the portfolio assessment. based on the open-ended questionnaire, the researcher found the purpose of the portfolio that used by the teacher in english subject for 7 th grade of smp negeri 1 pagelaran cianjur, the teacher developed the portfolio assessment to see the student’s development in learning english. in addition, it can be used as a report for parents about the student’s progress. 2. second observation the teacher started the lesson by greeting salam to the students, the teacher checked the students’ attendance. before the teacher started the lesson, she asked the students about what they had done in the last meeting. after that, the english teacher continued to the material about descriptive text, the teacher read the descriptive text about “i’m proud of my school” then the student repeated what teacher said, the teacher and the students discussed to identify the language features of the descriptive text. after the students understood about the formula in the descriptive text, the teacher asked students to make five groups. she asked the students to discuss about the descriptive text and make the descriptive text by entitled “this is our lovely school”, the teacher remained the students in writing descriptive text, especially in using the tenses, then she walked around the class to help the students, some of students were talking to each other and did nothing. after finishing the task, the teacher reviewed the lesson of that day about the formula of simple presents tense and the generic structure of descriptive text. students were spirit when answering the question from the teacher. at the end of the lesson, the teacher asked students to collect the task into folder, all the students 79 collected the tasks into map folder. the teacher ended the lesson by saying salam. after the lesson, the researcher documented the task of the students on the day. figure 1.2: second draft of student’s work based on the figure above, the second task that has given by the teacher aims to write the descriptive text by entitled this is our lovely school. based on the documentation the teacher assessed the students’ task by giving checklist at the introduction and the description of the generic structure of descriptive text. she also checked the simple present tense by giving a sign and some notes. in line with the open-ended questionnaire that had given by the researcher that the teacher checked the descriptive by giving checklist. 3. third observation the teacher started the lesson by greeting salam, checking students’ attendance and praying. she told the students that the day was the last day of portfolio had to submit. the teacher asked students to distributed the students’ task in the map folder, then she asked students to check their own text. the teacher told the students about the error in writing the descriptive text. she asked the student to revise the descriptive text. the teacher discussed and helped the student in writing descriptive text entitled “this is our lovely school”. then she asked the students to write in the paper. after finishing the task, the teacher asked the students to make reflection sheet and the identity of the portfolio, she helped the students in writing the reflection on the white board, then the students wrote the reflection on the paper. at the end of the lesson, the teacher asked the students to collect the portfolio into folder, all the students collected the tasks, 80 however, some of students collected the tasks into map lately. the teacher explained to the students about the benefits of the portfolio. she left the class by saying salam. after the lesson, the researcher documented the task of the students on the day. below is the example of the student’s work, the identity, and reflection sheet. figure 1.3 third draft of student’s work based on figure above, the students revised the task of descriptive text entitled this is our lovely school. based on the data obtained from documentation, the teacher assessed the students’ result by giving a checklist. she does not check the generic structure and the tenses because the teacher helped the students in writing descriptive text. figure 1.4 the student’s reflection 81 based on figure above, the students wrote the reflection of the lesson of the descriptive text. based on the data from documentation, the students wrote five paragraph about what their learn in three meeting. figure 1.5 student’s identity based on figure above, the researcher found a cover page. based on the documentation there are title of the task namely “my portfolio”, students’ identification which mean his or her name, the grade, and the identification of the school. based on the data from observation, questionnaire, and documentation, the researcher cocluded that the teacher follows some aspect in the implementing portfolio assessment. according to brown & abeywickrama (2010) there are seven aspect in the implementing the portfolio. there are deciding the purpose of portfolio, give guidelines on what materials to include, communicate assessment criteria to students, designate schedules for review and conferencing, designate a place to keep portfolio, provide positive washback and giving final assessment. the first aspect is deciding the purpose of portfolio. the english teacher determined the purpose of portfolio orally in the classroom, she designed portfolio to see the students’ development in writing descriptive text, and as an evidence for parents about the students’ progress in learning english. the second aspect is giving a guideline on what materials to include. the teacher explained to the students that the portfolio included the student’s identity, three draft of descriptive text, and reflection sheet. the third aspect is communicating assessment criteria to the students. the teacher showed the assessment criteria in the lesson plan, however the teacher did not use the criteria in assessing the students’ task. 82 the forth aspect is designing the time for portfolio development. the teacher determined the portfolio assessment of writing skill in descriptive in three times of lesson, the teacher explained to the students about the time to complete the task in each of meeting. the fifth aspect is determining schedules for review and conferencing. the teacher determined the schedules for review the lesson, the teacher and the students reviewed the material of descriptive text especially in the generic structure and the tenses. the sixth aspect is designing a place to keep portfolio. the teacher designed one folder to keep the students’ task of descriptive text. the teacher brought the map folder in every meeting of the lesson. at the end of the lesson, the english teacher put the map folder in the wall of class in order to make students easier in learning. the last aspect is providing positive washback and giving final assessment. the teacher scoring the students’ task by giving checklist all the students task that has been completed. all of students completed the task that has given by the teacher in writing the descriptive text. but the teacher did not give the final assessment to the student. the challenges faced by the teacher in the use of portfolio assessment of writing skill in descriptive text on 7 th grade at smp negeri 1 pagelaran cianjur the researcher found the challenge in the use of portfolio assessment of writing skill in descriptive text, the students so difficult to write the descriptive text. it can be proven when the students write about the text, they still confused how to write in english. in line with the result of open-ended questionnaire that the student’s interest in learning english is low, they have less vocabulary building, they also difficult in expressing their idea. so, the teacher becomes translator for the students for helping the students in writing descriptive text. another challenge that the classroom was noisy, the teacher was less in guiding and controlling the students. based on the field notes, the teacher just focused on some students, it made some students paid no attention. furthermore, when the teacher gave the task to the student in group, some of students did not contribute in their group, some of students only talked to each other. the teacher did not use the rubric of the writing skill from the lesson plan in assessing the students’ task. the teacher only assessed the students’ task by giving a checklist and some notes. as a result in the open-ended questionnaire, the teacher checking the students’ task by giving checklist in the generic structure and the tenses. 83 the last challenges faced by the teacher is time management. it can be seen in the questionnaire that the teacher need extra time to analyze the student’s work in big scale, that is a heavy job for teacher. based on the observation, questionnaire, and documentation, the researcher concluded that the teacher faced the challenges in the use of portfolio assessment of writing skill in descriptive text. the first challenges that the teacher felt the portfolio assessment have long time in analyze the students’ task in a big scale. the teacher taught english subject for all seventh grade which is eight class, she confused to analyze the students’ writing all the students, she only generalized about the students’ mistake in organization and tenses in descriptive. in line with lam (2018) that portfolio assessment is heavier than other assessment because to assess portfolio must have a long time. the second challenges that the student’s interest in english is low, they so difficult in vocabulary building and expressing their idea. the students has to work more in writing descriptive text by translating the text from bahasa indonesia to english. so, the student feels difficult in writing descriptive text into the correct sentence. it mean that the teacher has to motivate the students in learning english. the third challenges that the class was noisy, some of students did not contribute in the implementation of portfolio assessment of writing skill in descriptive text, some of student paid no attention to the teacher when the teacher explained about the lesson. the fourth challenges that the teacher did not optimal in managing the classroom when she taught an english for vii grade about descriptive text. the teacher realized that she would more prepare in conducting the portfolio assessment of writing skill in descriptive text. the last challenges that the teacher did not use the rubric of writing skill in assessing the students’ task of descriptive text, even though the teacher wrote the rubric in the lesson plan. conclusions the use of portfolio assessment of writing skill in descriptive text in seventh grade of smp negeri 1 pagelaran cianjur can help students to evaluate their work. the teacher almost used all aspects of the theory of portfolio assessment. the teacher decided the purpose of portfolio assessment of writing skill in descriptive text, she gave the materials to include in portfolio, 84 the teacher communicate the assessment criteria in the lesson plan of descriptive text, she determined schedules for reviewing the lesson. the challenges faced by the teacher in the use of portfolio assessment of writing skill in descriptive text, the teacher has difficulties in giving a feedback in a large class, the teacher was less in guiding and controlling the students, she did not use rubric of the writing skill in assessing the students’ task. the teacher realizes about this and tries to improve the assessment in order to help the students optimally in the portfolio assessment. references brown, h. d., & abeywickrama, p. (2010). language assessment: principles and classroom practices (2nd ed). white plains, ny: pearson education, inc creswell, j. w. (2013). research design; qualitative, quantitative, and mixed methods (4th ed.). california: sage publication, inc. derewianka, b., & jones, p. (2016). teaching language in context (2nd ed). melbourne: oxford university press. eridafithri. (2017). the application of portfolios to assess progress in writing of efl students at secondary schools in banda aceh. studies in english, 2(1). fageeh, a. (2014). the use of journal writing and reading comprehension text during pre-writing in developing efl students’ academic writing. studies in literature and language, 14–18. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education. climate change 2013 the physical science basis (eighth, vol. 53). new: mcgraw-hill inc. https://doi.org/10.1017/cbo9781107415324.004 graham, s., macarthur, c. a., & fitzgerarld, j. (2013). best practices in writing instruction (second edition). new york: the guildford press. hilman, f. a. (2017). corrective feedback and learner autonomy in efl writing. indonesia university of education. irawan, r. (2015). improving the writing learning process of grade viii students of smp n 1 pleret through facebook group in the academic year of 2014/2015. yogyakarta state university. lam, r. (2018). portfolio assessment for the teaching and learning of writing. hong kong: springer. pratidina, s. d. (2016). the implementation of peer assessment as a method in assessing students’ descriptive text. indonesia university of education. 85 shofiyah, a. (2013). using portfolio assessment to improve the writing skills of grade viiid students of smp negeri 2 piyungan. universitas negeri yogyakarta. taylor, s. (2009). an introduction to qualitative research. london: sage publication ltd. https://jurnal.unigal.ac.id/index.php/jall/index https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 received accepted published december 2019 january 2020 february 2020 communicative activities implemented by english teachers in teaching english deka nur mahenza dekanurmahenza24@gmail.com university of bengkulu, indonesia rudi afriazi rudiafriazi@gmail.com university of bengkulu, indonesia gita mutiara hati gitawitanto@gmail.com university of bengkulu, indonesia abstract this study aimed at finding out the communicative activities implemented by english teachers in teaching english at grade eleventh of one of the states senior high schools in bengkulu, indonesia, and the communicative activity frequently implemented by the english teachers. this study used the mixed method design which was the combination of a qualitative and quantitative approach to collect and analyze data. the subject of the research was two english teachers who teach speaking subjects at the school. the instruments used in this research were the observation checklist and interview. the findings found that there were thirteen types of communicative activities that were used by the english teachers. the communicative activity that was mostly used by the teachers was the question and answer session. so, it is concluded that the teachers provided the communicative activities. then, it is suggested for further researchers to conduct a study with a similar field of this present research, such as communicative activities in listening or reading skills. keywords: teaching english, communicative activities introduction english as a foreign language involves four skills; they are speaking, writing, reading and listening. in teaching english, those skills must be integrated served as much as possible. one of those language skills that influenced language ability is speaking skills. speaking skill is important to be developed by english as foreign language students. bahrani and sultani (2012) stated that one of the main concerns of most of the language learners in both efl and esl contexts is jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 29 how to improve their speaking skills. this is because speaking is a crucial part of the language learning process. moreover, if speakers do not know how to use their structure, vocabulary, and pronunciation in their speaking, misunderstanding will happen. brown and yole (2003) support this viewpoint that “one needs to master rules of speaking, usage of vocabulary and pronunciation”. in addition, brown (2001) defines speaking as a complex skill requiring the simultaneous use of different abilities. five components are generally recognized in speaking. they are pronunciation, grammar, vocabulary, fluency, and comprehension. in speaking activities, the students usually get some problems that make them difficult to speak or say anything. they can feel shy in speaking, they lack of vocabulary or afraid of uttering sentences. the students are worried about making mistakes or feel shy of the attention that they get after speaking and they also do not have the motive to speak or express their feelings. they want to speak fluently but, in many chances, they still fail in speaking. they are able in the acquisition, grammatical, and lexical knowledge of the speaker but they are not able to practice. so, they decide to be silent (bahrani and solthani, 2012). as a matter of fact, the teachers need to provide speaking activities that can help the students to be active speakers in class. some of them are called communicative activities. communicative activities have an important role in creating opportunities for students to use the language for a communicative purpose (herlina, r, 2018). generally, communicative activities are “fluencybased activities” which encourage students to use a foreign language in interactive learning (teat, 2001). furthermore, communicative activities involve and encourage learners to acquire knowledge of the language and prepare them for use in the language for real-life. to achieve this outcome requires learners to interact not just talking to someone, but also listen to what he says and react to it. moreover, communicative activities include any activities that engage the learners with their main purpose of the activities is to communicate meanings effectively (littlewood, 2002). harmer (2001) also states that communicative activities are typically involving students in real or realistic communication. in other words, communicative activities are jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 30 activities that give students both a desire to communicate and a purpose that involve them in a varied use of language. with communication being the goal of second language acquisition, the emphasis is on the development of correct speech habits. speaking involves more than pronunciation and intonation. at the functional level, speaking means making oneself understood. at a more refined level, speaking requires correct and idiomatic use of the target language. according to some theories from experts, the researcher summarizes some advantages of using communicative activities in teaching english especially speaking skills. harmer (2001) states that communicative activities involve and encourage students to acquire knowledge of the language and prepare them for use in the language for real life. communicative activity is a term that has been introduced by the lecturers. moreover, littlewood (2002) mentions that communicative activities can give contributions to speaking learning, such as: providing whole task practice, improving motivation, and allowing natural learning. furthermore, there are some previous studies related to the significance of communicative activities in teaching speaking. first, a study from oradee (2012) entitled developing speaking skills using three communicative activities (discussion, problem-solving, and roleplaying). this study found that 1) the students’ english-speaking abilities after using the three communicative activities were significantly higher than before their use. (pretest = 60.80; posttest = 85.63). 2) the students’ attitude towards teaching english speaking skills using the three communicative activities were rated as good. second, a study from muhassin (2016) who conducted research entitled teachers’ communicative activities in teaching english as a foreign language (tefl): a study at sman 9 bandar lampung. the result of the research shows that there are 24 communicative activities implemented by the english teachers at sman 9 bandar lampung. the research also reveals that the dominant communicative activity of each english skill implemented in tefl at sman 9 bandar lampung is teachers’ asking the question in speaking, note-taking in listening, pre-question in reading, and making sentences in writing. third, a study from hien (2013) which revealed the benefits and challenges in the application of communicative activities at the school were jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 31 realized. fourth, sumilia, e., puspita, h., elfrida. (2019) “students’responses toward teachers’questions in senior high school 8 bengkulu” which revealed that the most dominant response used by the student is student response (specific). the students were more interested in using response (specific) in answering the teacher question. based on the researchers’ experience of entrepreneurship at the school, the researchers observed that the english teachers used various methods and activities in teaching speaking so that the students become active in speaking. therefore, the researcher analyzed the communicative strategies used by english teachers in teaching english at eleventh grade in one of the senior high schools in bengkulu. method this study employed a mixed-method in collecting the data. the researchers used a descriptive method to describe the communicative activities used by the english teachers in teaching speaking at the school. the subject of the research was two english teachers. the instruments used in this research were the observation checklist and interview. this observation checklist was adapted from some theories (banciu, 2012; thornbury,2005; littlewood,2002; kayi,2006). the researchers observed the english teachers for three meetings of each teacher. the researchers used the checklist by giving checklist mark (√) for the activities that the english teachers used in teaching english in the classroom. the researchers were helped by the two english teachers who became the subject of this research. the data in this research was collected by some steps. first, the researchers prepared the instrument then asked permission from the english teachers to observe them. then the researchers came to their class. third, the researchers recorded and observed the teachers’ teaching activities. the researchers took 3 meetings to observe. findings and discussion this research aimed at finding out the communicative activities used by teachers in teaching speaking at eleventh grade. besides, this research aimed at knowing the most and never communicative activities used by teachers in teaching speaking. the result of this research was analyzed by using theory from javascript:void(0) javascript:void(0) jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 32 banciu, (2012); thornbury, (2005); littlewood, (2002); kayi, (2006). there were 21 communicative activities based on the theory. the researchers did the research by observing two english teachers. the result of each teacher’s activity was as follows. table 1 summary of the types of communicative activity used by teacher 1 and teacher 2 teache r mee ting type of communicative activities 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 1 9 2 0 2 1 1 1 st √ √ √ √ √ √ √ √ √ √ √ 2 n d √ √ √ √ √ √ √ √ √ √ 3 rd √ √ √ √ √ √ 2 1 st √ √ √ √ √ √ √ √ √ √ √ √ √ 2 n d √ √ √ √ √ √ √ √ 3 rd √ √ √ √ √ √ √ √ total 1 6 4 4 5 3 4 4 0 1 0 0 1 0 1 2 1 0 0 0 0 0 1 note: 1. question and answer 2. dialogue 3. situational practice 4. retelling 5. discussion 6. translation 7. information gap activities 8. roleplay 9. simulations 10. guessing games 11. pair-tapping 12. brainstorming 13. interview 14. story completion 15. reporting 16. playing cards 17. picture narrating 18. picture describing 19. find the differences 20. debate 21. class survey there were thirteen communicative activities that were used by english teachers in teaching speaking at grade xi, they were; questions and answers, discussion, dialogue, situational practice, retelling, translation, information gap, simulation, brainstorming, interview, story completion, reporting, and class survey. the first communicative activity used by the teachers in teaching speaking was question and answer activity. asking questions is a natural feature of communication, but also one of the most important tools which teachers have at their disposal. questioning is crucial to the way teachers manage the class, engage students with content, encourage participation and increase understanding. the second activity was a discussion. discussions are a commonly used activity in a speaking lesson. a topic is introduced to the students via reading or listening passage and then they are asked to discuss a related topic in order to come up with a solution or a response. the third activity was a dialogue. in this research, the teachers used dialogue as one of the communicative activities. dialogue is the speech of fiction, the talk between two or more characters. the good dialogue draws the reader into an imaginary world and works to keep her there. the third type was retelling. retelling is a procedure that enables a child to play a large role in reconstructing stories. retelling story, then, is post-reading and post-listening a story in which readers and listeners tell what they remember from what they have read or listened. retellings provide a large amount of data for a writer to insight into students’ comprehension process. they also provide an opportunity for the students to present his/her ideas. another activity was a true/false activity. true/false items are often used to assess the explicit meaning of individual sentences or idea units in spoken language, but can also be used in other ways: for example, in judging the accuracy of summaries of opinions expressed in a text. assesses decide whether each of a number of statements is true (is supported by the text/ recording), or false (is contrary to the text/ recording). sometimes a third option not stated (no information in the text/ recording) – is included. the sixth activity was translating indonesian sentences into english. english can be transformed into indonesian. this is a common process in learning a language. since english may apply different grammar from that of indonesian, a student may find difficulties in learning english grammatically. ungrammatical english is due to the interference of indonesian grammar. the formal elements of indonesian are used within jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 34 the context of english, resulting in errors in english. seventh and the last activities were answering questions and pre-question. based on the result, it can be concluded that the dominant communicative activity used by teachers in teaching speaking at eleventh-grade students was question and answer activity. however, there were some activities which were rarely implemented by english teachers in teaching speaking at grade eleventh, they were situational practice, role play, simulation, guessing game, pair-tapping, brainstorming, interview, reporting, playing cards, picture narrating, find the differences, debate, and class survey. there were some communicative activities used by english teachers in teaching speaking. regarding the result, there were two findings of this research. first, there were thirteen types of communicative activities that were used by english teachers in teaching speaking at eleventh-grade students, they were; questions and answer, discussion, dialogue, situational practice, retelling, translation, information gap, simulation, brainstorming, interview, story completion, reporting, and class survey. second, communicative activity the most used in teaching speaking was question and answer activity. this finding was supported by liitlewood (2002) who stated that communicative activities involve and encourage learners to acquire knowledge of the language and prepare them for use in the language for real-life. achieving this outcome requires learners to interact not just talking to someone, but also listen to what he says and react to it. communicative activities include any activities that engage the learners where their main purpose of the activities is to communicate meanings effectively. as the finding of this research, it revealed that there was three dominant activity used by teachers in teaching english, moreover questions and answer activity becomes the most dominant communicative activity used by the teachers. question and answer activity is a natural feature of communication, but also one of the most important tools which teachers have at their disposal. questioning is crucial to the way teachers manage the class, engage students with content, encourage participation and increase understanding. according to kayi (2006), in using the teacher asks questions, the teacher asked the students some questions related to the material given. the teachers usually used question and answer activity in preand post-activity. the teachers asked the students some jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 35 questions related to the material that will be taught and the material that has been taught to ensure whether the students understand the material given or not. another type of communicative activity dominantly used was discussion. discussions are a commonly used activity in a speaking lesson. a topic is introduced to the students via reading or listening passage and then they are asked to discuss a related topic in order to come up with a solution or a response. this research result revealed that the teachers also applied discussion activity to promote students’ speaking ability. in applying discussion activity, the teachers usually divided the students into some groups to discuss one or more topics. the students need to work and share their knowledge in a group activity. the third dominant type of communicative activity used by teachers was dialogue. in this research, the teachers used dialogue as one of the communicative activities. dialogue is the speech of fiction, the talk between two or more characters. the good dialogue draws the reader into an imaginary world and works to keep her there. the teachers asked the students to work in pairs then guided them to practice a mini or short dialogue from the textbook and other sources in their seats then practice the dialogue in front of the class. the students need to show their gestures and facial expressions while practicing it. furthermore, these research findings also confirmed two previous studies related to the use of communicative activities in teaching english. a study by muhassin (2016) who found that there are 24 communicative activities implemented by the english teachers at sman 9 bandar lampung. the research also reveals that the dominant communicative activity of each english skill implemented in tefl at sman 9 bandar lampung is teachers’ asking the question in speaking, note-taking in listening, pre-question in reading, and making sentences in writing. communicative activity that is done by them leads to mutual interaction in the classroom (sembiring, 2018). this present research also found that question-answer activity as a dominant communicative activity used by teachers in teaching english. then, a study by oradee (2012) who found that 1) the students’ english speaking abilities after using the three communicative activities were significantly higher than before their use. 2) the students’ attitude towards teaching english speaking skills using the three communicative activities were rated as good. the result of the previous study and present research was similar. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 36 conclusion the result of this research confirmed some previous studies result even though there were some differences umber of communicative activity used by the teachers. a large number of the sample may cause a different finding of this present research from some previous studies. the conclusions of this research can be concluded as follows; first, there were thirteen types of communicative activities that were used by english teachers in teaching english, they were; questions and answer, discussion, dialogue, situational practice, retelling, translation, information gap, simulation, brainstorming, interview, story completion, reporting, and class survey. second, communicative activity that was mostly used by the teachers was the question and answer activity. the researchers suggest for further researchers to conduct a study with a similar field of this present research, such as communicative activities in listening or reading skills. references bahrani, t., and soltani.r. (2012). “how to teach speaking skill?” journal of education and practice 3 (2): 25–29. banciu, v., & jireghie, a. (2012). communicative language teaching. the public and social policies reviews, 1(8), 94-98. brown and thompson. (2000). principles of language learning and teaching. san francisco: prentice hall regents. brown, h. d. (2003). principles of language learning and teaching. new york: pearson education. brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy. white plains, ny: longman. harmer, j. (2001). the practice of english language teaching, harlow: longman. herlina, r., kurnia, a., & faridah, d. (2018). teachers‟ perception on classroom action research in english education among english teachers in ciamis west java. jall (journal of applied linguistics and literacy), 2(1), 45-49. kayi, h. (2006). “teaching speaking: activities to promote speaking in a second language”. the internet tesl journal, vol. xii, no. 11, november 2006 http://iteslj.org/ littlewood, w. t. (2002). communicative language teaching: an introduction. cambridge: cambridge university press. http://iteslj.org/ jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 37 muhassin. (2016). teachers' communicative activities in teaching english as a foreign language (tefl): a study at sman 9 bandar lampung. humaniora vol. 7 no. 4 october 2016: 485-492 sembiring , l. a. (2018). researching students' interaction in collaborative learning class. jall (journal of applied linguistic and litertaure), vol. 2 (2). oradee. (2012). developing speaking skills using three communicative activities (discussion, problem-solving, and roleplaying). international journal of social science and humanity, vol. 2, no. 6 teat, s. (2001). ingredients for successful communicative tasks. paper teaching. oxford: oxford university press. thornbury, s. ( 2005). how to teach speaking. harlow: pearson education limited. university chicago press, thornbury, s. and slade, d. (2006). conversation: from description to pedagogy. cambridge: cambridge university press. sumilia, e., puspita, h., elfrida. (2019). students’responses toward teachers’questions in senior high school 8 bengkulu. jall (journal of applied linguistics and literacy) 3 (2), 108-121. javascript:void(0) javascript:void(0) https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 february 2018, vol. 2 no. 1 english education program faculty of teacher training and education galuh university 17 received: accepted: published: october 2017 december 2017 february 2018 the realization of attitude analysis on male and female second-year students’ narrative texts vivi putriyantina viepuput95@gmail.com galuh university, ciamis, indonesia iskhak said galuh university, ciamis, indonesia iskhak.said@yahoo.com abstract this study was aimed to find out the realization of attitude analysis in the students narrative texts. the writers applied qualitative design particularly descriptive qualitative as the method. the results asserted 421 clauses realized on male and female second-year students’ narrative texts. there were150 attitudes which consisted of 51 attitudes on male narrative texts and 99 attitudes on female narrative texts. meanwhile, those covered 76 affects, 24 judgements, and 50 appreciations realized on male and female second-year students narrative texts. from those aspects, the most dominant aspect was realized by affect. in conclusion, the realization of attitude analysis on male and female second-year students’ narrative texts was realized 150 items, which were dominated by 76 items (51%) realization of affect. finally, it is expected that through learning attitude, the students can improve their writing skill and choose the proper vocabularies in composing english text. besides, it is suggested for further researchers to enrich their research by conducting research with the full-package of appraisal system which cover affect, engagement, and graduation. keywords: sfl, interpersonal meaning, appraisal system introduction every single written word that is typed in a language has its meaning itself even some people prefer to deliver their message by uttering their utterance rather than writing mailto:viepuput95@gmail.com 18 their message. in line with statement aforementioned, language use is functional; that its function is to make meanings; that these meanings are influenced by the social and cultural context in which they are exchanged; and that the process of using language is a semiotic process, a process of making meaning by choosing (eggins, 1994, p.2; 2004, p. 2). she (1994, p. 2; 2004, p. 81) also highlighted that language itself is organized to make meanings about fields, modes, and tenors because those are the meanings that the speakers or listeners want and need to make it in interacting each other in the world. in harmony with eggins’s points of view, it summed up that english foreign language (henceforward efl) learner who learns english as his or her subject has to know the meaning varieties. therefore, he or she does not make mistake in interpreting their texts’ meaning. dealing with the meanings aforementioned, there are three metafunctional lines of meanings that are developed by halliday (2004, pp. 29-30) that meanings contained in a text consisted of ideational meaning, interpersonal meaning, and textual meaning. those are derived from the latest grammar system which is developed in systemic functional grammar (henceforward sfg) that is adapted from systemic functional linguistics (henceforward sfl). moreover, the usage of sfg covered by an approach namely discourse analysis (henceforward da). in sfl, it covers not only contexts but also metafunctions. one of them is interpersonal metafunction. concerning interpersonal meaning, butt et al., (2000, p. 5) state that interpersonal meaning relates to tenor which functions to interact or to express a point of view. in the meantime, the function of interpersonal metafunction is to enact relationship which refers to speakers’ attitude and judgement (martin and rose, 2007, p. 17). from the theories, interpersonal metafunction encodes on an evaluation that negotiates attitudes. on the other hand, the efl learner, himself or herself, is often encountered the interpersonal text which needs to be comprehended and properly analyzed by a proper analysis framework as the so-called appraisal system analysis. appraisal concerned with evaluation, the kinds of attitudes that are negotiated in a text, the strength of feelings involved and the ways in which values are sourced and readers aligned (martin and rose, 2007, p. 22). in line with the previous statement, martin & rose (2007, p. 24) highlighted three basic options for appraisal analysis as the so-called the appraisal system. that system contained attitude, engagement, and graduation. firstly, attitude which covers affect at which it refers to resources for expressing feelings, judgement for judging characters and resources for valuing the worth of things 19 called appreciation. secondly, engagement describes how strongly the feeling about someone or something. it covers monogloss (nondialogic) means one voice and heterogloss (dialogic) means more than one voice. furthermore, monogloss is established by contra and expand (martin and rose, 2007, pp. 25-29; martin and white, 2005, pp. 33-38). finally, graduation describes what was said by people (martin and rose, 2007, p. 17; butt et al., 2000, p. 5). it deals with grading evaluation which covers force (intensify/tone down) and focuses (strengthen/weaken). in harmony with the present study, the regions of appraisal system which is used to analyze the text are the attitude. it covers affect (emotional reaction), judgement (assessing behavior), and appreciation (assessing the value of the things). furthermore, the texts which are analyzed carried out as the source of data are the sophomores’ writing products in the form of narrative texts. it is as one of lecture in the third semester and those are analyzed based on its attitude system analysis. there are several studies on the basic region of appraisal used to support the present study. some previous studies carried out by the previous researchers also focused on appraisal system as one of the branches of sfl. the first previous study was carried out by liu (2003) entitled: “evaluation in chinese university efl students’ english argumentative writing: an appraisal study”. the second previous studies were undertaken by macken (2003) entitled: “appraisal and special instructiveness of narrative”. the third previous studies were conducted by page (2003) entitled: “an analysis of appraisal in childbirth narratives with special consideration of gender and storytelling style” and the fourth previous studies was carried out by liu and thompson (2009) entitled: “attitude in students’ argumentative writing: a contrastive perspective”. in harmony with the previous studies aforementioned, all of them have relation with the present study. those previous studies focus on analyzing the text through appraisal system analysis. in addition, those previous studies provide appropriate resources to be engaged in the present study, yet those previous studies have not conducted appraisal system research in educational sector especially in a private university in east priangan. method the present study was designed by employing a descriptive qualitative research methodology at which it concerned with the process and tended to analyze and interpret the comprehensive visual data than a number to know what their participants do in this study. besides, it investigated the quality of relationships, activities, situations, or materials 20 (fraenkel, wallen and hyun, 2012, pp. 426-427). one of qualitative research focused on is material, it could be understood as the analysis through text which the research could be explored more in detail about what went on in a certain subject matter. further discussion, it could be the analysis of diaries, text book, and genre. in relation to the present study, the writer analyzed one genre in the form of narrative text. furthermore, it concerned to analyze the data for description by using text analysis and interpret the larger meaning of the findings. moreover, the data of this study were in the form of narrative texts composed by the second-year students in the third-semester of english education program in galuh university ciamis. as the purpose, those texts were analyzed and interpreted by using functional grammar theory of appraisal system as proposed by martin and white (2005). in addition, to analyze the data for description of text analysis and interpret the larger meaning of the findings, qualitative descriptive could be applied (creswell, 2012, p.16). based on the aforementioned statement, the writers analyzed attitude in the second-year students’ narrative texts. the data described by using words in the description. thus, the writers were able to explore the central phenomenon wider by using words. findings and discussion the writers had described the findings of attitude distribution on six selected narrative texts. dealing with the results, those could be summed up that the realization of attitude covered affect, judgement, and appreciation which were distributed by 76 items of affect, 24 items of judgement, and 5 items of appreciation. from the three distributions of attitude analysis above, those could be summarized and figured out by table 3.1. table 3.1: the summary of attitude distribution attitude tittle of the text category/code numbers percentage affect the man from the star high/f1 34 45% the mouse deer and crocodile high/m1 12 16% piggy middle/f2 7 9% alladin middle/m2 8 10% pinocchio low/f3 10 13% the apple tree and the low/m3 5 7% 21 boy total of affect 76 100% judgement the man from the star high/f1 12 50% the mouse deer and crocodile high/m1 2 8% piggy middle/f2 1 4% alladin middle/m2 3 13% pinocchio low/f3 5 21% the apple tree and the boy low/m3 1 4% total of judgement 24 100% appreciation the man from the star high/f1 19 38% the mouse deer and crocodile high/m1 7 14% piggy middle/f2 6 12% alladin middle/m2 8 16% pinocchio low/f3 5 10% the apple tree and the boy low/m3 5 10% total of appreciation 50 100% total of attitude 150 100% from the table 3.1, it was concluded that six texts performed 76 items of affect, 24 items of judgement, and 50 items of appreciation. those total number of attitude realization were calculated in table 3.2. table 3.3: the calculation of attitude realization attitude number percentage affect 76 51% judgement 24 16% appreciation 50 33% total 150 100% 22 the differences in performing attitude between male and female second-year students’ narrative texts 3.3 the comparing calculation of male and female attitude gender number percentage male 51 34% female 99 66% total 150 100% table 3.3 showed male students tend to perform 54 items (34%) of attitude while female performed 99 items (66%), it could be concluded that among college graduates with similar communication skills, females use more written communication as a means of establishing rapport more than males as research done by boser et al., (1991, p. 13). it was proven that female performed 66% of attitude rather than male who performed 34%. it meant than female was bigger than male. moreover, females tend to write longer responses to express themselves by complete thoughts (sentences). it was proven by performing 51 items of affect in which it dealt with feeling, 18 of judgement which encompassed meanings that served to appraise human behavior, and 30 items of appreciation which concerned with a set of resources referred to as social valuation. while on the other hand, male students performed attitude less than what females did. in short, differences in the way women and men speak and write are unquestionable; they can be observed at every level of organization of language and speech: on the morphological, lexical and syntactic planes, and in the use of different styles and communication strategies. in the forthcoming section, it delineated and explicated the findings and the previous study as the comparison of both studies. conclusions within the present systemic functional linguistics (as the so-called sfl), appraisal system had been applied. systemic functional linguistics investigated a descriptive and interpretive framework for viewing language as a strategic. besides, it referred to variously regions as appraisal, stance, and evaluation. in relation to the present study, sfl viewed that language was functional. later on, these meaning were influenced by the social and cultural context. it was referred to variously as appraisal, stance, and evaluation (bloor and 23 bloor, 2004, p. 232). appraisal could locate as an interpersonal system at the level of discourse semantics (martin and white, 2005, p. 33). the appraisal system focused upon the students’ narrative texts and tried to investigate attitude analysis as branches of appraisal system. the present study had revealed the attitude as well as the realization represented within narrative texts entitled “the man from the star”, “the mouse deer and crocodile”, “piggy”, “alladin”, “pinocchio”, and “the apple tree and the boy” through several analytical steps. the realization was represented within the narrative texts under investigation beyond emotion to deal more comprehensively with feelings, including affect, judgement, and appreciation (martin and white, 2005, p. 40). this was simultaneously established a system for negotiating or evaluating people’s character, and people’s feeling on narrative texts. this study adopted particular value for negotiating social relationship by telling the listener or the readers how their feel about things and people. in relation to the present study, appraisal here was a system for negotiating or evaluating people’s characters, and people’s feelings on narrative texts. even though, there were some weaknesses which were need to be solved by further research. references bloor, m., & bloor, t. (2004). the functional analysis of english: 2 nd edition. united state of america: arnorld publisher. butt, d., fahey, r., feez, s., spinks, s., & yollap, c. (2000). using functional grammar: an explorer’s guide. macquarie university-sydney: national centre for english language teaching and research. boser, a, j., wiley, p, d., & clark, s, b. (1991). gender differences: let's see them in writing. mid-south educational research association, 1-16. retrieved on december 27 th , 2016 from: https://www.google.co.id/search?rediresc=&client=msandroidasus&hl=inid&safe=i mages&oe=utf -8&q=genderdifferences: letsseetheminwriting knowvile.odf&source =android-browser-type&qsubts=1482857798787&devloc=0 creswell. j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research, 4 th edition. usa: pearson education. eggins, s. (1994). an introduction to systemic functional linguistics. london: pinter publisher ltd. eggins, s. (2004). an introduction to systemic functional linguistics: second edition. london: pinter publisher ltd. https://www.google.co.id/%20search?rediresc https://www.google.co.id/%20search?rediresc 24 fairclough, n. (2003). analysing discourse: textual analysis for social research. new york: routledge. fraenkel, j. r., wallen, n. e., & hyun, h. h . (2012). how to design and evaluate research in education: 8 th edition. new york: the mcgraw-. halliday, m.a.k., & matthiessen, c.m.i.m. (2004). an introduction to functional grammar: 3 rd edition. usa: oxford university press inc. macken, m. (2003). appraisal and special instructiveness of narrative. electronic journal of foreign language teaching, 23(2), 285-312. retrieved on august 15 th , 2016 from http://www.grammatics.com/appraisal/textspecial/macken-horariknarrative.pdf martin, j. r., & rose, d. (2007). working with discourse, meaning beyond the clause, 2 nd edition. london: continuum international publishing group. martin, j. r., & white, p. r. r. (2005). the language of evaluation appraisal in english. britain: palgrave macmillan press. rukmini, d. (2007). the rhetorical development realizations of the reading texts of the senior high school english textbooks. unpublished dissertation. semarang: semarang state university (unnes). xinghua, l. (2003). evaluation in chinese university efl students’ english argumentative writing: an appraisal study. electronic journal of foreign language teaching. 10(1). 40-53. retrieved on june 17 th , 2016 from https://www.google.co.id/search?redir_esc=&client=ms-androidasus&hl=inid&safe=images&oe=utf-8&q=evaluation chinese university efl students' english argumentative writing an appraisal&source=androidbrowser xinghua, l., & thompson, p. (2009). attitude in students’ argumentative writing: a constrative perspective. university of reading language studies working paper. 1, 3-15. retrieved on november 16 th , 2016 from: http://www.reading.ac.uk/internal/appling/liu_and http://www.grammatics.com/appraisal/textspecial/macken-horariknarrative.pdf https://www.google.co.id/search?redir_esc=&client=ms-android-asus&hl=in-id&safe=images&oe=utf-8&q=evaluation https://www.google.co.id/search?redir_esc=&client=ms-android-asus&hl=in-id&safe=images&oe=utf-8&q=evaluation https://www.google.co.id/search?redir_esc=&client=ms-android-asus&hl=in-id&safe=images&oe=utf-8&q=evaluation http://www.reading.ac.uk/internal/appling/liu_and https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 february 2018, vol. 2 no. 1 english education program faculty of teacher training and education galuh university 1 received: accepted: published: october 2017 december 2017 february 2018 moves analysis of application letters written by agribusiness students (a descriptive study at esp class) dedeh rohayati dedehrohayati@gmail.com faculty of agriculture, galuh university, ciamis, indonesia abstract this study aimed at 1) analyzing moves of application letter written by agribusiness students; and 2) language used in application letter. the study adopted the descriptive research involving the third semester students at agribusiness department of agriculture faculty in a private university in east priangan, west java. the selected participants were 18 students who were asked to write application letter (solicited letter); and those document texts were analyzed, particularly, in term of the move structure referring to previous study conducted by bhatia (1993), henry and roseberry (2001), khan & tin (2012), and wijayanti (2017), by using quantitative and qualitative descriptive method. therefore, the present study provided evidence for description of moves in application letter written by agribusiness students. it consisted of fourteen moves: opening salutation, referring to source information, stating reason, offering candidature, introducing candidature, promoting candidature, offering candidature, glorifying institution, enclosing document, willingness to action, stressing the fact, offering to provide information, thanking, and closing salutation. however, the move structure was weakened by their inability in producing effective and impressive language used in application letter; they still need improving in language aspect such as expression, cohesive, coherence, and spelling. this resulted in necessity of an explicit teaching in writing professional genre of application letter for agribusiness students. further research is recommended to investigate the related topic in terms of language aspect. key words: agribusiness students, application letter, esp, moves analysis 2 introduction application letter is one of genre focusing on the text relating to the professional context (bhatia, 1993, 2012; hayland, 2012). swales (1990) and bhatia (1993) described genre as a category of communication events which are characterized by some sets of communication purposes. the ability to write a genre of application letter in university students is overwhelmingly needed because it can become ultimate equipment for them in applying for a job in the future. therefore, the university students, in particular at agribusiness department of agriculture faculty, should be equipped by the sufficient knowledge of how to write an impressive and effective application letter. the application letter is established by the structure of moves “applied in one sentence or more, or even in one clause of phrase” (swales, 1990). the several moves and steps of writing an application letter were proposed by several experts such as bhatia (1993), henry & roseberry (2001), and khan &tin (2012), on contrary to former researchers aforementioned, wijayanti (2017) reports the general moves of the application letters in indonesian context which consist of 15 moves. due to the beneficial value of application letter, many researchers had a great intention to carry out the research on related topic. by focusing on move analysis of application letter, tatsanajamsuk (2017) following bhatia (1993), mohamed et all (2017) referring to henry & roseberry (2001) and khan & tin (2012), and wijayanti (2017) reports the most important moves and compulsory moves embraced in application letter. of all three previous studies were carried out to analyze application letter written by professional individual. in contrary, the study emphasizes the application letter written by non-english students majoring agribusiness carrying out in the present study is still limited. to fill this gap, the current study focuses on revealing the moves realized in application letter written by agribusiness students and language used in application letter. method this study employed both quantitative and qualitative method. the data were application letters written by the eighteen students of third semester at agribusiness department of agriculture faculty. the students were required to write application letter based on the resources (solicited letter), i.e. an advertisement of job vacancy from a newspaper. subsequently, these data were analyzed quantitatively and qualitatively. quantitatively, the content analysis was conducted to identify moves established in application letter by using bhatia (1993), henry & roseberry (2001), ran & khan (2012), and wijayanti (2017). second step was to count the frequency and put the percentage 3 occurrence of each moves of application letter into the table. the last was to depict the language used in application letter written by agribusiness students descriptively. findings and discussion a total of 14 moves were identified in all 18 job letters as can be seen in table 2 following previous study conducted by bhatia (1993), henry and roseberry (2001), khan and tin (2012), and wijayanti (2017). table 2: moves and steps in the letters no. moves (m) frequency n=18 n=18 (%) 1. opening salutation 18 100 2. referring to source information 16 89 3. stating reason 2 11 4. offering candidature 15 83 5. introducing candidature 15 83 6. promoting candidature 15 83 7. offering preferences 6 33 8. glorifying institution 2 11 9. enclosing document 4 22 10. willingness to action 16 89 11. stressing the fact 5 28 12. offering to provide information 2 11 13. thanking 12 67 14. closing salutation 18 100 the table 2 above suggests that there are fourteen moves in application letter written by agribusiness students: opening salutation, referring to source information, stating reason, offering candidature, introducing candidature, promoting candidature, offering candidature, glorifying institution, enclosing document, willingness to action, stressing the fact, offering to provide information, thanking, and closing salutation. the move of opening salutation and closing salutation posted the first rank of all in table 2 which covered 100 %; followed by referring to source information and willingness to action (89%). meanwhile, offering candidature, introducing candidature, promoting candidature had a similar frequency (83%), and followed thanking (67%). regarding moves that were less than 50%, it showed the 4 students‟ ability in elaborating the messages in order to produce an impressive application letter. these moves also can be identified in the framework of move scheme (see table 1) stated by bhatia (1993), henry and roseberry (2001), khan & tin (2012) and wijayanti (2017). comparing to wijayanti (2017), the present study did not utilize praying for employer and offering service (see table 3). however, there were some moves which have different terms but they have similar purpose with this study. for example, khan & tin (2012) named addressing for opening salutation; stating availability (henry & roseberry , 2001) is similar to offering preferences; willingness to action was named for this study but bhatia (1993) called it soliciting response; meanwhile welcoming response was used by henry & roseberry (2001). besides, the naming of thanking was called ending politely by bhatia (1993); also, closing with courtesy was used by khan & tin (2012) to name closing salutation in this study. by referring to table 3, also, the moves revealed in this study and previous research are universal that can be used as a guideline in writing application letter. it comprises 1) opening salutation (addressing), 2) referring to source information, 3) offering candidature, 4) promoting candidature, 5) enclosing document, 6) willingness to action (soliciting response, welcoming response), 7) thanking (ending politely, closing with salutation). this finding was in line with what has been found by wijayanti (2017). it was reasonable because the present study was conducted in indonesian context. regarding the second research question, the language used in application letter, it was found that the students were able to establish each move by using the appropriate language used. although the expressions were lack of cohesive and coherence device, and poor of spelling, they established the moves by applying one sentence or more and one clause of phrase as suggested by (swales, 1990). for example, the phrase of dear sir/ madam was commonly used by students in opening salutation. the students also commenced the move of refer to the information source by using the following phrase: based on the information... referring to the information... i am responding to .... referring to your requirement advertised in.... 5 table 3: the differences of the current study and the previous studies moves (m) bhatia (1993) henry and roseberry (2001), khan and tin (2012) wijayanti (2017) current study opening salutation √ addressing √ √ referring to source information √ √ √ √ stating reason √ √ √ offering candidature √ √ √ √ √ introducing candidature √ √ √ promoting candidature √ √ √ offering preferences stating availability √ √ glorifying institution √ √ √ enclosing document √ √ √ √ √ willingness to action soliciting response welcoming response soliciting response √ √ stressing the fact √ √ offering to provide information √ √ √ thanking ending politely √ √ √ √ closing salutation closing with courtesy √ √ with regards to offering the candidature, students were very common to use: ..., so i hereby submit myself to fill the position..; i would like to apply as an ... herewith i am applying for a job in ... ..., so with this i volunteered to fill the position. to introduce candidature, the students employed the phrase of: i undersigned below:.. for your consideration, i have attached a curriculum vitae below:... my identity is as follow:.... 6 meanwhile, in promoting candidature, while leading the recruiter to the curriculum vitae, the students commonly used the expressions in a paragraph, for example: “i have completed my undergraduate program in the field of management from galuh university. i have over 4 years experiences as an administrator at santika hotel. then, i also gave 3 years experiences as an assistant manager at pajajaran hotel. i may inform you that i have some skills; besides i also speak english very well and is able to operate a computer and the internet properly”. the other three obligatory moves were willingness to action, thanking, and closing salutation. the move of willingness to action was commonly represented in the expressions of “i am looking forward to the interview/ to hearing from you soon”. dealing with thanking, students utilized the expressions below: ...i say thank you for the attention. ... i say many thanks. thank you for your consideration the application letter were ended by closing salutation at which the commonly phrases used were your sincerely, best regards, with respect, respectfully, your faithfully. conclusions the application letter should be written persuasively because it promotes the applicants themselves. thus, job applicants have to be creative in presenting their qualification very well by using impressive and effective language. application letter written by agribusiness students contains the fourteen moves: opening salutation, referring to source information, stating reason, offering candidature, introducing candidature, promoting candidature, offering preferences, glorifying institution, enclosing document, willingness to action, stressing the fact, offering to provide information, thanking, and closing salutation. however, the move structure was weakened by their inability in expressing idea or language used which leads to the necessity of improving their knowledge in linguistic feature, in particular, in using cohesive and coherence device. this implies that the agribusiness students need an explicit teaching of how to write a genre of application letter. the result of this study contributes to the improvement of effective teaching writing in esp class because writing professional genre, in particular, application letter is beneficial in finding a good job. since the ability of linguistic feature of application letter is a predominant factor in genre, future research involving language aspects (expression, spelling, sentence, paragraph, cohesion, and coherence) are recommended to be investigated. 7 references bhatia, v.k.(2012). critical reflections on genre analysis. ibérica 24 (2012): 17-28, hal.17-27 (http://www.aelfe.org/documents/03_24_bhatia.pdf, 5 juni 2017) bhatia, v.k. (on vijay k. bhatia: analysing genre: language use in professional settings (1993) henry, a., & roseberry, r. l. (2001). a narrow-angled corpus analysis of moves and strategies of the genre: „letter of application. english for specific purposes, 20, 153167. khan, a. and tin, t.b. (2011). generic patterns in application letters: the context of pakistan. relc journal 43(3) 393 –410. mohamed, n., halim, n.s., husin, n., and mokhtar, n. (2017). an analysis of promotional genre in job application letters. e-academia journal (http://journale academiauitmt.edu.my/) © universiti teknologi mara terengganu volume 6 issue 1 2017, 58 69. swales, j. m. (1990). genre analysis english in academic and research settings. cambridge: cambridge university press. tatsanajamsuk, p. (2017). genre analysis in letter of application and syllabus design. online proceedings of the international conference: dral 3/19th esea 2017, p.201-304 wijayanti, s.h. (2017). the moves of indonesian application letters. lingua cultura, 11(1), may 2017, 39-45, p. 39-45 https://cih.wikispaces.com/file/view/cover_letter_genre.pdf, 27th september 2017 https://www.agronomy.org/files//publications/nse/pdfs/jnr005/005-01-0073.pdf 27 september 2017 http://www.aelfe.org/documents/03_24_bhatia.pdf http://journale-/ http://www.agronomy.org/files/ https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 september 2017, vol. 1 no. 2 english education program faculty of teacher training and education galuh university 24 received: accepted: published: july 2017 august 2017 september 2017 illocutionary acts of main characters in dead poet society and freedom writers etika rachmawati english education program, galuh university – ciamis iskhak english education program, galuh university – ciamis adiyastri nashrullah adiyatsri@gmail.com a specialist for english course in bandung abstract this study analyzed speech acts contextualized in dead poet society and freedom writers. this study focused on the use of illocutionary acts used by main characters in both movies. in analyzing the data, this study included content analysis. in this regard, three research questions are addressed: 1) what dominant types and functions of illocutionary acts are uttered by the main characters in certain contextual scenes in both movies? 2) what are the intended meanings of those illocutionary acts?, and 3) how frequently are the illocutionary acts used in both movies? the collected data included 97 utterances of the main character in the dead poet society and 84 utterances in the freedom writers which contain illocutionary acts in certain scene contexts. the findings revealed that the kinds of illocutionary acts on both films consisted of five kinds: assertive (representative), directive, commissive, expressive, and declarative. moreover, the second result of the study showed that the most frequently illocutionary acts used by the main characters in both movies were suitable with its movie scene contexts. thus, the intended meaning of the main characters are well described and understandable by the viewers. the third result showed the different percentage of the use of illocutionary acts classification expressed by the main characters in both movies. the most frequently used illocutionary in dead poet society is representative (47.06%) which emphasized on informing (30.59%), and directive (45.87%) in freedom writers which emphasized on asking (21.10%). pedagogically, the findings above recommend that the lecturers develop their creativity in teaching pragmatics (sociolinguistics) to improve teaching and learning process by adapting other relevant sources such as movies. keywords: illocutionary acts, main character, movie 25 introduction nowadays, there is a need for teachers to learn professionally how to make good relationship over communication with their students. they may be able to engage their students in teaching-learning activity and students have to learn how to convey meaning of utterances they make in order to efficiently as well as effectively cope with their teaching and learning activity. one of methods to learn how verbal communication affects addresser and addressee can be experienced in enjoying movie. henceforth, movie has significant influences in language learning as an asset to enrich learning preferences. students or teachers are not only able to watch and learn life lessons existed in its moral value but also they may effectively acquire language. as a matter of fact, there are numerous speech acts that may appear in movies that can trigger up the viewers‟ senses. according to austin in schriffin (2005, p.39), there are three separate types of acts that are performed by an utterance within a conversation: the performance of an act of saying something (locutionary act), an act in saying something (illocutionary act), and an act by saying something (perlocutionary act). speech act like illocutionary act appears to make people especially language learners better understand what the actors and actresses utter during the show. previously, there have been some researchers who conducted speech acts studies to offer easy ways to better understand existed meaning of utterances simply in movies. for instances, nemani and rasekh (2013) analyzed speech categories in the context of the movie called „a separation‟. they concluded that speech is multi-functional; on the other hand, speakers live in a multi-dimensional space being surrounded by such factors as age, status, quality of relations, and class. amanah (2009) conducted a study related to illocutionary acts analysis in chronicles of narnia:the lion, the witch, and the wardrobe movie script by stuart c. she found there are types of illocutionary acts in the movie script she analyzed based on certain context of situation in each different scene set. and the last,oktoberia (2012) analyzed types of direct speech acts used in harry potterthe deathly hallows and bride wars movie script. she concluded that the dominant type of directive speech act in fiction film is command. then, in comedy film, the dominant type of directive is request. these significant previous studies help the writer to find basic foundation in both theory and practice to conduct his study. though numerous of studies have been conducted relating to illocutionary onto movies, there has not been a study yet on comparisons of illocutionary acts analysis among 26 main characters in two typical movie genres. hence, the writer intended to focus on the topic, and find out the emerging samples through his paper entitled “illocutionary acts analyses of main characters in „dead poet society‟ and „freedom writers‟ movies“. (a descriptive comparative study in both contemporary movies). both movies are explicitly draw pictures about school lives, struggle, and how teachers affect their environments by having good communication and action feedback mainly with their students. obviously, these movies are relevant to teacher education directions and pedagogical implications. speech act according to chaer and leone (2004, in hariyana, masduki, ayuningtias; 2011, p.2), speech act consists of a social event because it involves some parties who speak in certain situation and certain place. this social event is essentially a string of a number of speech acts that are organized to achieve a goal. speech acts theorists said that the action performed when produced utteranceis analyzed by three different types (austin, 1967, p.101; cutting, 2002, p.16; yule, 1996, p.48; kristani&muhartoyo, 2009, p.2), they are: locutionary act is an act of speaking that reveals something or expresses something. austin (1967, p.99) said that locutionary act is “performance of an act of saying something”. it is the same as an act of saying certain things accompanied with certain sense and reference. illocutionary actis an act which is performed by saying something e.g. warning and asking. austin (1967, p.99) stated that illocutionary act is “performance of an act in saying something.” perlocutionary actis an act which is done by saying something, to make others believe in something by urging the others either to do something or toinfluence others. austin (1967, p.121) stated that perlocutionary act is “the achieving of certain effects by saying something.” illocutionary acts according to yule (1996) as cited in sitanggang and natsir (2012, p.4), there are five general functions of illocutionary acts. those are declarations, representatives, expressive, directives and commissives. declarations are those kinds of illocutionary acts that change the world via their utterance. statement of bless, bet, approve, confirm, curse, declare, resign. representatives are those kinds of illocutionary acts that state what the speaker believes to be the case or not, to the truth. statements of facts, assertions, conclusions, descriptions, describe, inform, reports, insists, suggest, claim. expressive are 27 those kind of illocutionary acts that state what the speaker feels. statements of pleasure, pain, likes, dislikes, joy, or sorrow. directives are those kinds of illocutionary acts that speakers use to get someone else to do something. they are commands, orders, requests, suggestions, invites, permits, asks, begs. the directive illocutionary acts are speech acts uttered by the speaker to get the hearer to do something. it includes commands, orders, requests, and suggestions (yule, 1996, in trisnawati, 2011, p.2). the illocutionary point of directive illocutionary acts, according to vanderveken (1990, p.105) consist of making efforts to get the hearer to do the speaker‟s intention. there are function of directive illocutionary acts such as ordering, requesting, suggesting, and so forth (trisnawati, 2011, p.7). commissives are those kinds of illocutionary acts that speakers use to commit themselves to some future action. they express what the speaker intends. they are promises, threats, refusals, pledges, accepts, offers. while narthey (2013, p.132) argued that intended meanings can be identified as making requests, asking questions, giving advice and suggestions, making confessions, thanking, showing excitement, good wishes, greetings, complaints, reminiscence, teasing/making mockery and expressing disappointment. movie contextualized illocutionary acts: its relationship and roles the relationship between movie and illocutionary acts is about how meaning of contextual situation constructed because the idea that vocabulary acquisition is a process that occurs along a continuum (wesche&paribakht, 1996; schmidt, 2001, as cited in yuksel and tanriverdi, 2009, p.52). in line with the statement above, holtgraves (2002, p.12) said that: maintaining a view of language use as action, searle (1969) argued that the conditions for the felicitous performance (in austin‟s sense) of an illocutionary act can be viewed as constituting the performance of that speech act. that is, the felicity conditions for a particular speech act must be met for that act to be performed successfully, and the meeting of these conditions constitutes the performance of that speech act. from the statement above, it can be seen that the relation between movie and illocutionary acts indicate clearer phenomena and the speech acts have to do with the conceptual discussion in the field of pragmatics. pragmatics is concermed with the speakers‟ intentions, and what the speakers mean when they use the particular linguistics 28 in context (hatch, 1992 in sitanggang&natsir, 2012, p.4). the speech act theory is usually studied under the broad rubric of pragmatics which, in turn, can be defined as “the study of the ability of language users to pair sentences with the contexts in which they would be appropriate” (levinson, 1983, p.24), or as defined by farghal (1995, ibid) as “the study of language in use or operation”. vanderveken (1994, in moeschler, p.2), speakers perform their illocutionary acts within entire conversations where they are most in verbal interaction with other speakers who reply to them and perform in turn their own speech acts with the same collective intention to pursue with success a certain type of discourse. the basis of this argument is that conversation is made of sequences of speech acts.conversation has recently become a focus of interest for speech act theory and several proposals have been formulated concerning the possible extension of speech act theory to the analysis of conversation (moeschler, p.1&3). in the terms of its role, in recent years, to promote the learners‟ mastery of language skills, language teachers have been eager to look for a variety of quality teaching materials and aid to be used in efl classes to ensure that the students can gain optimum to learn.knowing the advantages of using films/movies to teach language, and the entertainment value of movie can bring to students‟ learning progress; movies will bring good impact to students‟ process of learning. thus, movies should be incorporated into the language class to motivate students‟ interest in learning, to make lessons more interesting and to nurture students‟ understanding of the target language as istanto (2009, p.281) supports the writer‟s thought. to prepare students for the challenges presented by our globalized, networked, culturally diverse world, educators should put into practice strategies and activities that underpin the new media literacies involved in accessing, analyzing, interpreting, understanding and creating visual messages in a multimedia environment(chan and herrero, p.11). in regard to this, istanto (2009, p.278) stated that moviesalso play a vital role in furnishing students with background knowledge of the target language; provides strong motivation for students to learn the target language and culture because students can learn in more interesting ways compared to traditional class activities (istanto, 2009, p.288). chan and herrero(p.11) added the use of film in the classroom or as an outside school activity can uphold the motivation of the learners, because of its playful component. using films through specific task activities provides an ideal vehicle for active learning, as 29 well as encouraging interaction and participation. the communicative potential of its use have been commended; it facilitates comprehension activities that are perceived as „real‟, it creates a curiosity gap that facilitates the exchange of opinions and ideas about the film, it helps to explore non-verbal elements, it improves oral and aural skills (altman, 1989, ibid), it provides meaningful contexts and vocabulary, exposing viewers to natural expressions and natural flow of speech. method the population of this study was all of the main characters‟ utterances.there are 293 utterances of mr. john keating as the main character in the dead poet society and 258 utterances of mrs. erin gruwell as the main character in another one.the sample of this study was 97 utterances of the main character in the dead poet society and 84 utterances in the freedom writers which contain illocutionary acts in certain scene contexts. in collecting the data, the study was divided into two steps. first, the movie waswatched and certain scene contexts which contains illocutionary acts uttered by the main characters in both movies were selected. second, the illocutionary acts uttered in those scene contexts were analyzed.movie script was also used to be analyzed.obviously, the data obtained from observation and content analysis. according to neueundorf(2002,p.1) content analysis defined as the systematic, objective analysis of message characteristic.in content analysis, data were resulted from the chosen procedures to answer specific questions concerning phenomena based on the scene context.furthermore, several conclusions and suggestions were drawn based on the results of the study. findings and discussion this study focused on speech acts in two films, namely dead poet society and freedom writer. it analyzedthe kinds of illocutionary acts as stated by searle (1969) that the kinds of illocutionary acts consist of five.there are assertiveacts(representative acts),directive acts, commisiveacts, expressiveacts, and declarative acts. the analysis of illocutionary acts was conducted with the purpose of finding out the dominant type and function of illocutionary acts are uttered by the main characters in certain contextual scenes, the intended meaning of those illocutionary acts and the comparison of the most frequently illocutionary acts used in dead poet society and freedom writers.through analyzingillocutionary acts in both films, the writer found the result as follows: 30 for the first result, it was found that the kinds of illocutionary acts on both films consisted of five kinds. there were assertive acts (representative acts),directive acts, commisiveacts, expressiveacts, and declarative acts.moreover the second result of the study showed that the most frequently illocutionary acts used by the main characters in both movies were applicable/suit with its movie scene contexts. thus the intended meaning of the main characters well described and understood able by the viewers. the third result showed the differenceof usage percentage of illocutionary acts classification by the main characters in both movies. the most frequently used illocutionary in dead poet society is representative (47.06%) which emphasized on informing (30.59% of usage) and directive (45.87%) in freedom writers which emphasized on asking (21.10% of usage). the writer found the similarity results in both studies.in addition, this research finding also was in line with nemani and rasekh (2013) and amanah (2009) that found there were the five searle‟s (1979) illocutionary acts. besides, this present study also suit with oktoberia (2012) which found the general function of speech acts based on contextual. on the other hand, this present study also in contrast with nemani and rasekh (2013) which shown their study results‟ most used illocutionary acts, namely directive, expressive, and commisive. however the writer found there only representatives and directives were mostly used by the main characters in the two different movies within its various general functions as previously described. conclusions based on the data analysis and the result of the study, the usage of the fifth illocutionary acts were found in both movies although there were several unavailability general functions in the main characters‟utterances in certain movie scene context. from the fifth illocutionary acts, representative could be found most frequently used in dead poet society with the percentage 47.06% which emphasized on the use of informing (30.59%). in the case of freedom writers, directive was mostly used with the percentage 45.87% which emphasized on the use of asking (21.10%). in line with the findings of the study, it is recommended that the lecturers develop their creativity in teaching semantics and sociolinguistics to improve teaching and learning process. for the students, this study can be used as a reference for their understanding about speech act. for further researchers, they can analyze speech acts with more extended data. 31 for the implication of this study, the existence of speech act, especially illocutionary acs has good contribution to buid communication during teaching and learning process. for students, they are be able to use illocutionary acts in context of classroom interaction to achieve sociolinguistic competence as one of communicative competence that should be mastered by students. references altikriti, s.f. (2011). speech act analysis to short stories. journal of language teaching and research, vol. 2, no. 6, pp. 1374-1384, november 2011 © 2011 academy publisher manufactured in finland. retrieved from http://www.http://bingweb.binghamton. edu/ clas381a/speech act_analysistoshortstory. pdf amanah, e.h. (2013). illocutionary acts in movie script of chronicles of narnia: the lion, the witch, and the wardrobe by stuart c. bali: udayana university press. chan, deborah. and herrero, carmen. (2010). using film to teach languages. london: cornerhouse art film books food drink. cohen. (2007). research method in education 6th edition.new york : routledge falmer. creswell, j.w. (2008). education research: planning,conducting and evaluating quantitative and qualitative research (3 rd ed.). new jersey: pearson prentice inc. fraenkel, j.r., & wallen, n .e. (2012). how to design and evaluate research in education (8 th ed.). san fransisco: mc.graw hill companies inc. hariyana., masduki., ayuningtias, d.i. a (2011). study of illocutionary acts in "the proposal" film. madura: universitas trunojoyo press. holtgraves, t.m. (2002). language as social action: social psychology and language use. new jersey, london: lawrence erlbaum associates. nemani, faranak. and rasekh, a.e. (2013). speech categories in the context of the movie a separation. najafabad: journal of educational and social research. oktoberia, l. (2012). types of directive speech acts used in harry potter-the deathly hallows and bride wars movie scripts. padang: university of padang press. searle, j. (1979). expression and meaning: studies in the theory of speech acts. new york: cambridge university press. yuksel, dogan. and tanriverdi, belgin. (2009). effects of watching captioned movie clip on vocabulary development of efl learners. the turkish online journal of education technology. 32 yule, g. (2006). the study of language (3rd ed.). new york: cambridge university press. https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 september 2018, vol. 2 no. 2 english education program faculty of teacher training and education galuh university 125 received: accepted: published: july 2018 august 2018 september 2018 researching students’ interaction in collaborative learning class lina tri astuty beru sembiring sembiringlina07@unived.ac.id english department, universitas dehasen bengkulu, bengkulu, indonesia abstract interaction as a part of students’ collaboration is an important aspect that needs to be considered in the teaching and learning process. an active interaction among students stimulates collaboration in their prior knowledge, perspectives and background experiences which later promote their highlevel learning. it also affects the development of students’ learning process in the classroom. nowadays, studies on interaction elaborate and become something challenging. many theories have been developed by researchers, and each has its own strengths and weaknesses based on its needs and goals. in this study, the writer presents a library study of the types of students’ interaction and also a theory on researching students’ interaction developed by kumpulainen and wray. they have proposed three analytical dimensions of interaction namely: 1. the functions of verbal interaction which focuses on students’ verbal language, the character, and purpose of students utterances in peer group interaction, 2. cognitive processing that examined the ways in which students approached and processed learning tasks in their social interaction,3. social processing which examines the nature of the social relationships that were developed during students’ social activity. these elements are related and connected each other. however, a different kind of analysis is needed in order to analyze the elements through their analytic purposes. keywords: students’ interaction, researching students’ interaction, collaborative learning class. introduction nowadays, interaction in a classroom between students-students or studentsteacher become something challenging to be investigated. people can learn the effectiveness of the learning process through the pattern of the classroom interaction since it influences teacher and students or among students who involved in the 126 communication transfer (dagarin,2004). for decades, researcher and professional experiences have shown that interaction in a classroom gives a significant impact toward foreign language learning. those studies present important details on many perspectives of interaction. vygotsky (1978) through his social cultural theory believes that learning is an important process which can only be operated when there is an interaction between student and people around him including teacher and his peers. when these processes are internalized by students, they will become students with an independent developmental achievement for the language learning. in other hand, thapa&lin as cited in rukmini&jiwandono (2015) believe that classroom interaction can help students in building their confidence, developing their communication skill, strengthening their social relationship, and also increasing students’ language store. based on this information, it can be inferred that classroom interaction gives positive impact not only for students language development but also on their social relationship as well. kind of classroom interaction some research studies have been done in order to find the types of students’ interaction. one of the studies is conducted by angelo (1993) who divides classroom interaction into two kinds: 1) studentteacher interaction, 2) studentstudent interaction. through these kinds of interaction, the student can maximize their learning by actively participating in the interaction process. these two types of interaction also give different opportunities for student’s learning therefore it is important for educators to put attention on both of them. student-teacher interaction is a kind of interaction where teacher and student are actively involved in learning activities. this kind of interaction is aimed to enhance students understanding of the material and meaning through teacher’s questioning, student’s answering the questions and teacher’s feedback. moreover, this process is also intended to help students getting a clear interpretation of the course they have learned. in a traditional classroom setting where studentteacher interaction occurs through face-to-face interaction, the teacher acts more as the center of learning. on the other hand, a more modern learning such as a kind of learning where the web-based pedagogical format is used, the teacher usually puts his role as a facilitator rather than a lecturer. there are some variables considered as a part of studentteacher interaction: 1) interaction pattern 2) teacher questioning 3) types of question 4)wait time. nevertheless, studentstudent’s interaction occurs between students in a peer discussion or in a small group discussion. in this kind of 127 interaction, student becomes a main participant in whom the learning process takes place. the teacher plays a role as a facilitator who monitors the process of learning. another research is from mingzhi (2005) who states that classroom interaction comprising seven types; 1. teacher speaking to the whole class,2. teacher speaking to individual class,3. teacher speaking to a group of members,4. student speaking to teacher,5.student speaking to student,6. student speaking to group members, 7. students speaking to the whole class. each type of interaction is classified based on the person who controls the interaction and also gives information in the classroom. the person can be a teacher, a student or a group of students. as an example, the first type teacher speaking to the whole class is defined as an interaction type which occurs when the teacher is the only person who controlled the class. she becomes the only person who gives students information and materials. another type is teacher speaking to individual class which means that the other members of the class participate only as a hearer. when in the same occasion the teacher participates and also gives suggestion or advice in students’ group work it then belongs to the third type teacher speaking to a group of members. students’ interaction in collaborative learning group nowadays, students’ interaction as a part of collaborative learning becomes an important aspect that needs to be considered in the teaching and learning process. many studies have found that this collaboration is effective in enhancing students learning. interaction between students’ different background experiences, prior knowledge and perspectives develops their literate thinking and promotes their high-level comprehension (anderson,t& soden,r, 2001). students who are engaged in a meaningful discussion also tend to demonstrate better text comprehension moreover, involving in a meaningful discussion helps them to achieve a new understanding which also leads to a better text comprehension. there were several background theories which supported the implementation of students’ collaboration;1. the theory of cooperative/ collaborative learning., 2. theory of constructivism., 3. the theory of zone of proximal development (zpd). these theories have put their attention on the crucial role of social interaction in the language learning. cooperative learning is one of the theories which is appreciated for its effectiveness on teaching and learning process (lee,2014). in cooperative learning, students are grouped together so that they can learn and interact for creating a more comprehensive learning. whereas in constructivism theory, learning is believed as an active construction of http://journals.sagepub.com/author/anderson%2c+tony 128 meaning rather than passive percipience (piaget,1983). learners need to be active in order to construct a new knowledge. in the other hand, zone of proximal development as a teaching theory believed learning as “ the distance between a learner’s actual development level of problem-solving and the level of potential development through problem-solving under guidance or in collaboration with more able peers”(vygotsky,1978).he argues that to enhance learners competence, an active interaction and guidance from teacher or more capable peers are needed. researchers have conducted much empirical research on students’ interaction in collaborative group. they have focused their study on several areas such as the benefits, the challenge, types of conflict, the nature of the group talk and soon. in his study, osborn et.al (2010) investigate about students’ oral interaction on group discussion. they found that argumentation and collaborative work are important in learning. through a cognitive process of comparison and contrast in discussion, individual can develop a new understanding. they believe that learning to argue can be seen as a core process both in learning to think and also learning to construct new understanding. students who were engaged in group discussion through argumentation significantly outperform control group in conceptual learning. in another study, olsson & mattiasson (2013) supported the idea on the importance of argumentation in collaborative work for learning. they have investigated about the interaction dimension of collaborative work by exploring how the students use explanation and argument when they engaged in a peer discussion. the result shows that there are three kinds of discussion were identified; narrow discussion, confirming discussion and also contradictory discussion. yu, r(2008) categorized interaction based on the co-construction of learner’s self and cognitive development which involves collaborative dialogue, negotiation, and co-construction. based on those research, it has been known that interaction as a part of students’ collaborative work in the classroom affects students’ learning. through an active interaction in a collaborative learning group, students can build a new understanding on some aspects. furthermore, it also helps students in building a new perspective during the process of learning. method interaction among students in classroom whether in a pair or in a group learning is an interesting process to be investigated since it provides information about what is happening in the classroom. this process also naturally shows students’ ways of 129 thinking and also their interest in the learning process. some methods have been built by researchers in order to investigate students’ active interaction in the process of learning. in the early beginning of studies, students’ interaction is examined only on their verbal interaction. however, it found that researching only verbal interaction was not enough. students’ interaction in the process of learning is a very complex and rich process, investigating verbal interaction will only show some part of it. kumpulainen &wrey (2015) on their research explain the importance as: firstly, an interaction needs to be learned with a complete system thus it is crucial to develop a descriptive system of analysis. secondly, it is really important to study the situated processes of meaningmaking and knowledge construction within peer groups. the researcher also needs to pay more attention to the moment-by-moment nature of interaction in order to highlight the interaction process. thirdly, it seemed important to take the individual and the group as units of analysis in order to investigate the types and forms of participation within peer groups. in order to fulfill those needs, they propose a new method which can help researcher to explain the dynamic of students’ interaction in a collaborative learning group. this method investigates the nature of students’ social activity, the functions of students’ verbal interaction in teacher-centered and peer-group centered classroom and also on their cognitive processing in learning. with its clear categorizations and descriptions, this method is considered useful in giving a brief and structured overview of the nature and quality of students’ verbal interaction in a learning context. specifically, the method proposed by kumpulainen&wray is focused on three analytic dimensions of interaction: 1. the functions of verbal interaction which focuses on students’ verbal language, the character and purpose of students utterances in peer group interaction, 2. cognitive processing that examined the ways in which students approached and processed learning tasks in their social interaction,3. social processing which examines the nature of the social relationships that were developed during students’ social activity. these elements are considered to be related and connected each other, however, a different kind of analysis is needed in order to analyze them through their analytic purposes. findings and discussion functional analysis of verbal interaction the functional analysis of students’ verbal interaction concentrates on finding out the purpose of verbal language used by students in certain context. it also examines 130 the communicative strategies applied by individual students whilst taking part in interaction and on the functional meaning of an utterance as a part of its illocutionary force (halliday & hasan, 1989; edwards & westgate, 1994). moreover, the function of the language used by students can also be linked to many purposes including their intraand interpersonal meaning such as the topic of discussion, individual expectation, and also the situation in which the students are involved. on the other hands, the verbal language used by students is the representation of its ideational and cognitive function of language. it also delivers the interpersonal function related to the personal and social relationships between the interactors. the identification of language functions on students’ interaction takes place on the basis of implication, that is, what a speaker can imply, suggest or mean may be different to what the speaker literally says. consequently, the functions are not identified on the basis of specific linguistic forms. rather, they are identified in the context in terms of their retrospective and prospective effects on the actual discourse both in terms of content and form. an understanding of the functions for which students use their verbal language in interaction is greatly assisted by data gathered from direct observation, video recording, and student interviews. the functions of peer interaction are the minimum units analyzed in the system. they are identified on an utterance basis and defined in terms of source, purpose and situated conversational meaning. an utterance is viewed as a meaningful unit of speech, that is, a message unit. the boundary between each utterance is linguistically marked by contextual cues. given that an utterance may serve multiple functions, more than one function can be recorded for each utterance. examples of language functions identified in peer group interaction across learning situations are the informative, expositional, reasoning, evaluative, interrogative, responsive, organisational, judgmental (agrees/disagrees), argumentation, compositional, revision, dictation, reading aloud, repetition, experiential, and affective functions (kumpulainen&wray,2002) analysis of cognitive processing the analysis of cognitive processing examines the ways in which students approach and process learning tasks in their social activity (kumpulainen&wray,2002). it emphasizes the students’ working strategies and situated positions towards knowledge, learning and themselves as problem solvers. here, cognitive processes are seen as dynamic and contextual in nature, being socially constructed in students’ evolving interactions in the sociocultural context of the activity. 131 in the analytical framework, there are three broad modes that have been used to study the nature of students’ cognitive processing in group activity:  procedural processing, it refers to the routine execution of tasks without thorough planning or thinking. ideas are not developed, rather they are cumulated or disputed without constructive judgments or criticism. the students’ activity is often productoriented and concentrates on the procedural handling of information.  interpretative or exploratory processing, it is a situation in which thinking is made visible through language or other tools and the whole activity is focused on strategies, planning, and hypothesis testing. the students’ activity reflects their deep engagement and interest in the problem-solving task.  off-task activity, it applies to a situation during which the students’ activity does not focus on the task, e.g. playing around, discussing break time activities, “absent minded” activity. (kumpulainen & wray,2002) it is important to recognize that these three broad analytical modes are used as heuristic devices rather than distinct categories into which students’ cognitive processing can be easily coded. rather, the modes are reflected in different ways in different contexts and situations and, hence, require situational definitions. analysis of social processing the analysis of social processing aims to characterize the social relationships and types of participation in groups (kumpulainen&wray,2002). the different modes in which social processing is often constructed in peer group interaction are collaborative, tutoring, argumentative, individualistic, dominative, conflict, and confusion modes. the confusion modes appear during which there is an obvious misunderstanding or lack of shared understanding between the children. they do not have any idea about what others expected from the conversation thus more comprehensive discussion is needed. in the conflict mode students finds disagreement, mostly at a social level. there is also a tension between students where each student has his own idea and can not be compromised. another mode is the dominative mode which reflects the distribution of power and status in the peer group which contrasts to collaborative interaction. there is a student who dominates the group and plays a central role. a condition where imbalance in students’ social status and power do exist . the individualistic mode in the other hand implies that students are not developing their 132 ideas together but rather working individually in the group. students tend to work alone and do not share their idea. the argumentative and tutoring modes are modes that best characterize the nature of collaboration between the participants.indeed, they are recognized as the sub-modes of collaborative activity. the argumentative mode implies constructive interaction in which students negotiate their differing understandings in a rational way by giving judgments and justifications. this often leads to a shared understanding of the situation. the tutoring mode shows students helping and explaining for the purpose of assisting another to understand the matter at hand. in addition, collaboration includes interaction in which participants attempt to achieve a mutual understanding of the situation, ideas are jointly negotiated, and discourse is coherent. however, it must also be noted by researcher that except the functional analysis of peer group interaction, cognitive and social processing as the unit of analysis for the different modes is defined on moment-by-moment instead of distinct rules. furthermore, the units of analysis for the modes of cognitive and social processing are based on their development in peer interaction or based on the interactors’ interpretations of the situation. finally, it can be concluded that the three dimensions of analytical framework from the data is the result of the researchers’ and the interactors’ analysis. studies on students’ interaction in collaborative learning class as students’ interaction becomes an aspect that determines the success of learning activity, many studies are conducted to explore the activities involved. one of the studies was from jacobs, gm & ward, c (2000) through their article entitled “analysing student-student interaction through cooperative learning and systemic functional linguistics perspectives”. in this article, they used several dimensions of cooperative learning as the tool for studying students-student interaction namely: positive interdependence, individual accountability, collaborative skills, equal participation, simultaneous interaction. indeed, they also study this process by using systemic functional linguistics including ideational, interpersonal, and textual meaning. as the final point, the researcher concludes that interaction among students serves skills and attitudes they need in learning. moreover, it also teaches them on how to maintain their patience and persistence in the process of learning in collaborative learning class. 133 another research was from kumpulainen,k & kaartinen,s (2000). this research focuses on the situational mechanism of peer group interaction in collaborative activity especially on the process and condition of learning. moreover, it also emphasizes on the complexity of tween social and cognitive processes of interaction in collaborative learning class. the result showed that both cognitive and social processes in interaction affect the success of the collaboration. their elements such as; the task that has been used, students’ effort on meaning-making, and the opportunity to use different semiotic tools are also crucial in supporting the process of learning. conclusions as researching students interaction is something challenging, many theories are built in order to investigate its process during the collaborative learning. amongst those theories, one proposed by kumpulainen & wray has been seen as something beneficial since it offers a systematic and a complete tool for the analysis. this theory uses three analytical dimensions of interaction for the investigation namely: 1. the functions of verbal interaction, 2. cognitive processing and,3. social processing. the first dimension concerns on students’ verbal language. it examines students’ utterances in order to explore its character and purposes. in this case, an utterance is viewed as a meaningful unit of speech which is separated by its contextual cues. on the other hand, cognitive processing as the second element has examined the ways in which students approached and processed learning tasks in their social interaction. it also highlighted students’ working strategies and situated positions towards knowledge where cognitive processes are seen as dynamic and contextual in nature, being socially constructed in students’ evolving interactions in the sociocultural context of the activity. indeed, social processing as the third element explores the nature of the social relationships that were developed during students’ social activity and participation. finally, it can be concluded that these three analytical dimensions of interaction are beneficial as the tools for researching students’ interaction. moreover, a deep analysis on it through different settings are needed thus more comprehensive findings can be discovered. . references anderson,t & soden, r. (2001 ). peer interaction and the learning of critical thinking skills. psychology learning and teaching, 1(1), 37-40. retrieved at 07 september 2017 from http://journals.sagepub.com/doi/abs/10.2304/plat.2001.1.1.37 http://journals.sagepub.com/author/anderson%2c+tony http://journals.sagepub.com/doi/abs/10.2304/plat.2001.1.1.37 134 angelo,t.a.(1993). a teacher does: fourteen general, research-based principles for improving higher learning in our classroom.aaha bulletin,45 (8) dagarin,m. (2004). classroom interaction and communication strategies in learning english as a foreign language.ljubljana:elope jacobs,gm & ward,c. (2000). analysing student-student interaction from cooperative learning and systemic functional perspectives. electronic journal of science education, vol 4 (4). retrieved at 07th september 2017 from http://ejse.southwestern.edu/article/view/7639/5406 jiwandono,d & rukmini,d. (2015). types of classroom interactions in the implementation of mini drama script project. english education journal,vol 5 (2). kumpulainen,k & kaartinen. (2000). situational mechanisms of peer group interaction in collaborative meaning-making: processes and conditions for learning. european journal of psychology of education vol xv (4) kumpulainen, k & wray,d.(2002). classroom interaction and social learning:from theory to practice.routledgefalmer,new york. mingzhi, x. (2005). enhancing interaction in our efl classroom. celea journal vol 28 (2) ollson,d .& mattiason,r. (2013). learning in peer discussion. thesis: university of gothenburg retrieved at 07th september 2017 from https://gupea.ub.gu.se/bitstream/2077/33842/1/gupea_2077_33842_1.pdf osborn, j.(2010). arguing to learn in science : the role of collaborative, critical discourse. science, 328(423). vygotsky, l. s. (1978). mind in society: the development of higher psychological processes. cambridge: harvard university press. yu, r.(2008).asian social scienes journal vol 4 (4). interaction in efl classes retrieved at 07th september 2017 from www.ccsenet.org/journal/index.php/ass/article/.../1511/ http://ejse.southwestern.edu/article/view/7639/5406 https://gupea.ub.gu.se/bitstream/2077/33842/1/gupea_2077_33842_1.pdf microsoft word 3682-13748-1-rv https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 received accepted published august 2020 september 2020 september 2020 teachers’ strategies in teaching reading comprehension gendis nadira dwiningtiyas gendis nadira@yahoo.com english education study program, department of language and art university of bengkulu dedi sofyan dedi.sofyan@unib.ac.id english education study program, department of language and artuniversity of bengkulu hilda puspita hildapuspita@gmail.com english education study program, department of language and art university of bengkulu abstract this research aimed to figure out the strategies used by english teachers in teaching reading and how they applied the strategies. this research was designed as descriptive qualitative research. participants of the research were two english teachers who teach in second grade of the school. each english teacher had eigh meetings that observed by the researcher. the instruments of the research were strategies checklist and interview. the instruments were used to figure out the strategies used and how the english teachers applied the strategies in teaching reading comprehension. the result of the data were analyzed and broken down into three stages; they were data reduction, data display, and drawing conclusion or interpretation. the result showed that the teacher one used several strategies in teaching reading comprehension. the strategies were brainstorming, reading aloud, and asking for specific information. while the teacher two used nine strategies. they were encouraging the use of dictionaries, reading aloud, reread for checking comprehension, evaluating comprehension in particular tasks, and asking questions for specific information. both teachers applied and combined the strategies divided into three stages of teaching reading comprehension. the stages were pre-reading stage, while reading stage, and post reading stage. the strategies applied were very effective in teaching reading comprehension in that school. it was proven by the students’ motivation, students’ attention, and teachers’ ease in teaching and learning process. keywords: reading comprehension and teachers’ strategies. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 67 introduction teaching strategy is generalized plan for a lesson or a lesson which includes structure, desire learner behavior, in terms of the goals of instruction, and an outline of tactics necessary to implement the strategy, antoni (2010). teachers strategies often expect students to develop their reading skill by osmosis (absorption) and without help. in the osmosis approach, it is believed that if a teacher teaching reading comprehension to the target language all day, they will improve their reading comprehension. moreover, according to brown (2004), the aim of teaching reading is to make students become effective and efficient readers. in order to get the target, the teacher needs to use strategy of reading comprehension. there are many strategies that teachers can use when they are teaching reading comprehension. according to setiyadi (2006), some of the strategies are created and used by using authentic material and approaches, reading aloud in the classroom, comprehension question, check the level of difficulty of the text, use pre reading activities to prepare students for reading. in addition, teachers also may use the other strategies such as developing vocabulary of children, not to continue reading without understanding, grasping the heart of matter, using contextual clues, teach reading strategies, visualizing what is written, provide a variety of reading purpose, identify texts and tasks, and so on. adler c.r, (2001) stated that teaching reading comprehension strategies are conscious plans-sets of steps that good readers use to make sense of text. comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension. adler c.r made seven strategies here appears to have a firm scientific basis for improving text comprehension. they are monitoring comprehension, metacognition, graphic and semantic organizers, answering questions, generating questions, recognizing story structure, and summarizing. in teaching reading, a teacher may use many different strategies. in order to use any instructional technique effectively, anyone who teaches must understand the principles and assumptions upon which eachspecific technique is based. there is certainly no shortage of descriptions or labels for activities that may be jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 68 classified as pertaining to instruction. harmer (2007) has said that a strategy is an action that the teacher takes to attain one or more of her teaching-learning goals. the strategy can also be defined as a general direction set for the teaching process. the teacher should use many strategies in teaching reading such as applyingvarious methods, media and games in order to keep the students interested. brown (2004) has noted that the fundamental feature of teaching strategies is to make it easier to implement a variety of teaching methods and techniques. the key is to create learning environments that are more interactive to apply technology where applicable into the learning experience, and to use appropriate collaborative learning strategies. in effective teaching of reading comprehension, teachers lead students in the classroom to become proficient and successful readers. creative teachers do not use only one specific method and technique, but implement many strategies and skills to accommodate the needs andlearning styles of each student in the classroom. slavin (2000) has also noted that effective instruction is not a simple matter of one person with more knowledge transmitting knowledge to another. therefore, successful teachers who teach reading realize that reading can be taught by using a variety of strategies. the teaching must be modified by the teachers depending on the students’ needs. according to allington (2002), he notes that creative teachers manage to get better results regardless of curriculum materials, pedagogical approaches and/or reading programs. it shows that the teacher has an important role in teaching students. based on the explanation above, the researcher assumed that the role of teachers is very important to overcome students’ problem in learning reading comprehension. the teachers should find out various strategies in order to increase the quality of teaching and learning process. the teachers’ strategies in teaching reading comprehension become a problem if not overcome soon. for this assumption, the researcher was interested to do descriptive research entitled “english teachers’ strategies in teaching reading comprehension (a study at second grade students of junior high school 09 of bengkulu city)”to analize english teacher strategies. this research was conducted on the junior high school number 9 bengkulu city. this research was only focusing on the english teachers’ jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 69 strategies of eighth grade of students in that school. the researcher wanted to know what strategies used by the english teachers and how the english teachers implemented the strategies in teaching reading comprehension. this study aims to find out the teacher’s strategy and how they apply the strategies in teaching reading comprehension at the second grade of junior high school 09 in bengkulu city. the research questions from this study are what are the strategies of the english teacher in teaching reading comprehension in the second grade of junior high school 09 in bengkulu city?, and how do english teachers apply the strategies in teaching reading comprehension in the second grade of junior high school 09 in bengkulu city?. some researchers have conducted research that focuses on the teacher's strategy in teaching reading comprehension as follows: janatun (2013) conducted research under the title “teacher's strategy in teaching listening comprehension”. she concluded that the teachers used various strategies in teaching listening. the strategies used by teachers are categorized as bottom-up, top-down and metacognitive. second previous reserach was conducted by ahmad (2013) entitled “a study on strategies for teaching speaking and reading comprehension skills”. he concluded that the teachers applied three types of stages in teaching reading namely pre-reading, temporary reading, and postreading stages. moreover, susilowati (2013) conducted a research entitled “the teacher strategy in managing large classes in teaching english in class xi of muhammadiyah 1 karanganyar high school in the academic year 2012/2013”. she concluded that there were two main points found. first, the teacher's strategy in managing a large class in teaching english. second, the problems faced by the teachers and the students during implementing the teaching strategies and the solutions for the large class. according to the research conducted by setiawan(2014) entitle “a study on teacher’s strategies in teaching reading comprehension in second grade of student’s mts tarbiyatul ulum”. he pointed out that the teachers in that school used various strategies in teaching reading comprehension. the strategies were not too effective because the teacher cannot combine the strategies well. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 70 the next previous study was from pulungan (2015) entitle “teaching strategy on english second language students”. the result showed that the teachers strategies were very important to be applied in teaching english second language students. moreover, harida (2016) under the title “englsih second language teaching” pointed out that english second language students need an appropriate strategy in teaching reading comprehension. rully (2017) also stated that the teachers can use more than two strategies in teaching reading comprehension toward english second language students. this idea was taken from his research under the title “strategies in teaching reading”. another previous study was conducted by muslaini (2017) under the title “strategies in teaching reading comprehension”. the result of the research was about the strategies that the teachers should use in teaching reading comprehension. she said that the more strategies used in teaching reading comprehension, the result would be better. the research conducted by aidil (2014) entitle “a descriptive study on teaching reading comprehension strategies at junior high school students smpn 3 sabang. he said that the students would be better studying reading reading comprehension if the teacher used appropriate strategies. the other previous study was conducted by nurhamidah (2018) entitle “the analysis of teaching strategies in teaching reading comprehension”. the research showed that strategies that teachers used were very important. the teacher can combine more various strategies in teaching reading comprehension. the previous studies showed that the teachers’ strategies were very effective in teaching reading comprehension. on the other hand, the use of too many strategies would affect students’ performances in learning reading comprehension. this reason was contradicted with the research that the researcher conducted in junior high school number 9 bengkulu city. this research showed that the teachers in applying strategies only use two or three strategies. combination of some strategies was more appropriate compare to many strategies used by the teachers. the students would be more focus if the teacher used fewer strategies but well applied in teaching reading comprehension. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 71 method the researchers used descriptive qualitative design in this study because this study focused on certain phenomena in the school environment. in this case the phenomenon was the activity of learning to teach english. this research also did not need to provide care to the object of research. then, the researchers observed and explained the phenomenon as in fact as clearly as possible without manipulation. therefore, the appropriate design could be used in conducting this research was descriptive research. the design of this study was descriptive qualitative with direct observation. descriptive method is a method used to check the status of groups of humans, an object, condition, thought, and events that will occur (sugiyono, 2008). moreover, two teachers were involved. they were chosen purposively. they were teachers who had good quality on teaching strategies in teaching reading comprehension and qualified as a professional teacher.the researcher limited the participant by using purposive sampling. it meant that the selecting of participants based on spesific purpose of the research (musfiqon, 2012). so that, the participation of this research were some good quality teachers in junior high school number 09 bengkulu city. in this case, the researcher only took two teachers who had good quality in teaching reading comprehension especially english teacher in the students of class viii in junior high school 09 of bengkulu city and it would be able to help researcher in answering the research question. the teachers were volunteering theirselves to do an observation. research instrument was tool or facilitiy were used by researcher to collect the data. the result of research were be better, more accurate, complete and systematic. the instrument could be form of quiestionnaire, observation, interview guided, and test. in this research, the researcher used strategy checklist. a major goal for teachers is to have students become lifelong readers, writers, and learners. to accomplish this goal, students need strategies and practice to achieve ownership of their learning, katherine (1995). with high-stakes tstrategies facing both teachers and students, the teaching and learning process would be conducted easier. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 72 the teacher was observed by the researcher using the strategy checklist. in this case, the researcher analyzed all the activity in the claass during the teaching learning process especially for the teachers’ strategy in teaching reading comprehension. in this stage, the researcher observed the teachers’ strategy how they taught their student about reading comprehension and what the strategies that the teacher used in class during the lesson from opening until closing.in this case, the researcher observed whatever done by the english teacher related to the teacher strategies in teaching reading comprehension in the classroom. it was used to investigate the english teaching and learning process in the classroom. it checklisted english teaching process that was conducted by the english teacher. the strategy checlist was adopted from sarjan (2017). findings and discussion findings a. teacher one in the very first meeting, the first teacher prepared the teaching materials of reading comprehension. she had one text book that same to the students called lks as the mian material in teaching reading compehension. so far, the students could follow the instructions from the teacher to do all of the activities. most of them still being condusive in the classroom in the very begining of the activities. the students were very enthusiastic with teachers command and order. some of the students were also active asked the teacher about what materials that they would do in the teaching and learning process. eventhough, there were few students who really quite and much didn’t care about the materials to do. based on the researcher observation, the activities done by the teacher were very impactful to the conductivity of the class and to catch students’ attention before they started to learn. those activities then were followed by applying teaching strategies in the main activity of teaching reading comprehension. generally, teacher 1 was applying two main strategies in the teaching reading comprehension in the eighth grade of junior high school number 9 bengkulu city. the first strategy was reading aloud. this strategy was aimed to excercise the students pronouncing english text. second strategy was brainstorming. the strategy was aimed to help studnets more understand about text especially jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 73 descriptive text. from the strategies checklsted that the researchers did of teacher 1, these two strategies were significantly help students in learning reading comprehension. b. teacher two at first, the teacher also prepared the teaching materials of reading comprehension. the teachers at junior high school number 9 bengkulu city were using text book that same to the students called lks. the text was used as the mian material in teaching reading compehension. before she started the meeting, she always asked the students to pray in order to teach them the value f of religious. the second teacher was aldo doing the attendence list checked of the students. she wanted to make sure that all of the students present in the class and ready to join the teaching and learning process. teacher 2 was applying three main strategies in the teaching reading comprehension in the eighth grade of junior high school number 9 bengkulu city. the first strategy was encouraging to use dictionary. this strategy was aimed to remind the students in using dictionary when they read the text. this strategy was significantly helping students in finding the meaning of the words. the next strategy was reading aloud. this strategy was aimed to excercise the students pronouncing english text. moreover, the strategy was also aimed to help students more understand about text especially descriptive text. the last strategy was evaluating comprehension in particular task. from the strategies checklsted that the researchers did of teacher 1, these three strategies were significantly help students in learning reading comprehension. discussion this research was about the teachers’ strategy in teaching reading comprehension at second grade students of junior high school 09 bengkulu city. this research used descriptive qualitative research design. in this section, there would be discussed the research finding of this study. all the data were collected from two samples of english teachers of the school. the data results of strategies checklist proved that the first teacher used only reading aloud and asking for specific information as the main strategies in teaching reading comprehension. on the other hand, teacher two used jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 74 encouraging to use dictionary, reading aloud, and evaluating comprehension in particular task. all strategies used were very effective to help the students in learning reading comprehension. it was proven by the condition of the classroom activities and the students’ attention in following the teacher while explaining the materials. the strategies used also gave benefit for the teacher. by having the combination of strategies the teacher tought and manage the students easier. in addition, the both teachers agreed that she used reading aloud was the most suitable and appropriate strategy to teach the students in learning reading comprehension. she pointed out that the most students difficulties in reading comprehension was read and pronouncing the text. this reason became their guidance to have reading aloud as theirr main strategy in teaching the students of reading comprehension. those all strategies applied were combined by the teachers in teaching reading comprehension. the combination of these strategies were more effective rather than only used one strategy. it was also supported by the atmosphere of teaching and learning process and the students’ attention in following the teaching process. the students’ enthusiasim was also good while the teachers used more various strategies in teaching reading. from the teachers’ point of view, combination of strategies was very effective in order to have a good quality of teaching reading comprehension. they were feeling more comfortable in learning and understanding materials by using various strategies. the findings also related with previous studies about teachers’ strategies in teaching subjects. the first research was from janatum (2013) under the title “teachers’ strategy in teaching reading comprehension”. the findings showed that the teachers had the difficulties to get the students’ positive response of teaching and learning process. but then, the combination of various strategies were really helped the teachers in gaining students’ positive response and having a good quality of teaching. second previous research was from ahmad (2013) entitle “study on teachers’ strategies for teaching reading comprehension skills”. these two researchers showed that the role of theacher was very important and the teachers’ jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 75 strategy was very important in teaching and learning process. it was very helpful to the students in mastering subjects in various ways. importantly, the strategy was significantly important to develop the goals of the teaching. the strategy should be appropriate with the goals that wanted to be achieved. this research was inline with previous researchs that conducted by janatum and ahmad. the students faced difficulties in reading comprehension. since reading foreign language became their problems, the role of teacher was very important to help students in overcoming their problem. therefore, this research was conducted to support previous findings. the teachers could find appropriate and effective strategies to solve the students’ problem. moreover the teacher could combine the strategies to create better way in teaching reading comprehension. conclusion in the implementation of the teachers’ strategies in teaching reading comprehension, the teachers used some strategies in the pre-reading stage, while reading stage and post-reading stage. the strategies that were used by the teacher could develop the idea which readable. technically, the strategy was combined by the teachers with the others strategies like games and some jokes. it was meant to make the teachers easier in helping the students to master the subjects. not only the meaning of the words, but also the contents of the texts with funny way but serious. the combination of strategies was very important to apply in order to help students in learning comprehension. references adler c.r, (2001).comprehension strategies. {online}. available: (http://www.readingrockets.org accessed on july 21, 2019). ahmad, k (2013).a study on strategies for teaching speaking and reading comprehension skills.{thesis} language education, postgraduate programganesha university of education singaraja, indonesia. aidil, m. (2014). a descriptive study on teaching reading comprehension strategies at junior high school students smpn 3 sabang. unpublished thesis. syiah kuala university, banda aceh. arikunto, suharsimi. (2013). prosedur penelitian. jakarta: rineka cipta. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 76 arikunto, (1990).prosedur penelitian suatu pendekatan praktik. jakarta: pt rineka cipta. ary, donald, (2010).introduction to research in education. canada: thomson wordswort. aswan. (2010).strategi belajar mengajar. jakarta. reneka cipta. antoni, nurman. (2010).exploring efl teachers’ strategies in teaching reading comprehension.indonesia. indonesia university of education. barnet, m.a. (1988). teaching reading in a foreign language. [online] retrieved at: http:// www.erictdigests.org/pre-9211/reading.htm. [october, 20 2019] cahyono.(2011). the teaching language skill and english language components malang: state university of malang press. davey, b. (1983). think aloud : modeling the cognitive processes of reading comprehension. jurnal of reading, 27(1),44-47. day, r. r.(1993)..new ways in teaching reading.teacher of english speaker of other languages.inc. gasong, (2007).langkah langkah pembelajaran scaffolding. jakarta. indonesia gay, l.r. (1987).educational research: competency for analysis application. third edition. colombus ohio: merry publishing company. hadi, (1987).membaca cepat dan efektif. bandung: sinar baru. harmer, jeremy, (2007). the practice of english language teaching, 3rd ed, new york: muslaini. (2017).“strategies in teaching reading comprehension”. universitas syuah kuala. banda aceh. nurhamidah, s. (2018). “the analysis of teachers’ strategies in teaching reading comorehension”. universitas syiah kuala. banda aceh. pearson education limited.(2001). isabella, u. scaffolding program pendidikan usia dini. jurnal penabur, janatun, aat teachers’ strategy in teaching listening comprehension {thesis) indonesia university of education (upi) 2013 harmer, jaremy. (2008). how to teach english. england ocelot publishing. oxford. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 77 kurniawan, a. n. (2017). “teaching strategies use in reading comprehension class at the tenth grade students of smk islam sudirman 2 ambarawa” salatiga. iain salatiga. laddo, (2017). the important of reading. [online]. available: http://www.squidoo.com/the -importance-of-reading [13 november 2007] mahmud, t. (2008). “teaching reading strategies used by esl teachers that facilitate teaching and learning reading”. malaysia. university malaysia sarawak. mcneil, john d. (1992) . reading comprehension. los angeles: university of california, pulungan, d. (2015). teaching strategy on english second language students. lambung mangkurat university. banjarmain setiawan. (2014).“a study on teachers’ strategies in teaching reading comprehension in second grade of students’ mts tarbiyatul ulum”. blitar. harida. (2016). englsih second language teaching. iain bandung. bandung. rully. (2017). strategies in teaching reading. universitas pendidikan indonesia. bandung. https://jurnal.unigal.ac.id/index.php/jall/index p-issn: 2598-8530 september 2019, vol. 3 no.2 english education program faculty of teacher training and education galuh university 96 received: accepted: published: july 2019 august 2019 september 2019 an analysis of english department students' ability in writing argumentative essay yesi fitriani english education study program, department of language and art university of bengkulu yesifitriani06@gmail.com mulyadi english education study program, department of language and art university of bengkulu ladunimulyadi@gmail.com fernandita gusweni jayanti english education study program, department of language and art university of bengkulu fernandita.gusweni@gmail.com abstract the purpose of this research is to describe the english department students' ability in writing an argumentative essay. the research is designed as a descriptive quantitative method. the population of the research is the fourth semester students of english department at universitas bengkulu in academic year 2018/2019. this research used random sampling technique in deciding the sample. the samples were 26 students. the students were asked to write an argumentative essay within 100 minutes. the students writings were analyzed by using assessment rubrics adapted from schwalm (2007) and jacobs et.al (1981) which consists of introduction, body paragraph, conclusion, language use, and mechanics. the result shows that students ability in writing argumentative essay is fair. from the final scores it could be seen that there was one student (3.8%) got very good grade, then 11 students (42.3%) got good grade, the most of the students or 12 students (46.2%) got fair grade, the rest of them or 2 students (7.7%) got poor grade. keywords: analysis, writing, argumentative essay 97 introduction as an english student, especially the candidate of english teacher, there are four skills that he/she must master. those skills are listening, reading, speaking and writing. however, as the candidates of english teacher ,the student also must aware that writing is the most important skill that needs special attention because writing is considered as the most challenging skill for many students. the reason of writing as the most important skill that should be learned by students is because writing is one of productive skills and an activity in which someone can convey some information and express his/her feelings and thoughts to the readers in written language. the tudent is required to write his/her ideas in written language clearly. therefore, he/she should master components of writing such as; content, organization, vocabulary, language use and mechanics. ur (2003) stated that students must pay attention to formal aspects in writing such as, neat handwriting, correct spelling, and punctuation, as well as acceptable grammar and careful selection of vocabulary. therefore, a good writing should contain components of writing like, grammar, effective sentence structures, spellings, punctuations, coherent ideas, etc. a good writing can convey the message as clear as possible. according to harmer (2004) writing skill is also considered as the skill that has close relationship with the higher education. as we probably know that most exams given by the teacher or lecturer, whether they are testing foreign language abilities or other skills, often rely on students’ writing proficiency in order to measure their knowledge. it seems that good writing is needed to get good score in facing exams specially for college students because by students’ writing the teacher or the lecturer can measure the students’ understanding about the knowledge that they get during learning process in the past. moreover, every student in college must complete the final task in the last semester by producing a thesis. fundamentally, writing cannot be separated from education system or the teaching learning process. 98 there are some kinds of text or written form that will be gotten by the students during learning in every college. they are narrative, descriptive, explanation, recount, exposition, and argumentative. in this study, the researcher refers to argumentative essay as a subject to the research. according to oshima and hogue (2006), argumentative essay is mainly focusing on in which you as the students, the writers agree or disagree with an issue, focusing on reasons to support your opinion. then, the goal is to convince the readers that your opinion is completely right. the other reason is why the argumentative essay is proper to students is that it forces the students to think on their own. the students have to take on an issue, support their stand with solid reason, and support their reason with solid evidence. the reason of the researcher chose the argumentative essay as the focus of the research was because every college student is required to produce a thesis in the final semester. in making thesis, the students have to choose interesting problems in the field to be a good research and to produce a good thesis. the students need strong evidences to encourage their statements in their research. it means that by practicing to write an argumentative essay, it will help the students in making thesis in the final semester because argumentative essay is an essay that force the students to get good arguments with strong evidence in order to persuade the reader. thus, this research was conducted at fourth semester students of english depertment at universitas bengkulu in the academic year 2018/2019. the first reason for doing the research in this university because the researcher is a student of english department of universitas bengkulu. based on the researcher experience, writing argumentative essay is not simple because it needs much time to choose interesting idea or topic and good thesis statement, and needs to master the aspects of writing essay. the second reason is because there are previous studies that are related with this study. mubarak (2013) conducted a research at fourth year students of english department at university of bengkulu and the study was descriptive research that used quantitative approach to analyze the data. the previous study 99 was conducted to know the students’ ability in writing argumentative essay and the researcher of the previous study found that the students have difficulties in cohesion and coherence. then, arieza (2013) investigated the coherence in students argumentative essays in english education study program of universitas bengkulu. the study focused on the content, language use and organization. the result showed that there were 2 essays categorized as barely acceptable and 2 essays categorized as poor. based on the differences of the final finding of those previous studies and the preliminary finding of this study, therefore the researcher is interested in conducting this study to know other abilities or difficulties of the students in writing argumentative essay by concerning other aspects of writing besides the cohesion and the coherence of the students’ essay. based on the above reasons, the researcher conducted a research entitle “an analysis of english department students’ ability in writing argumentative essay”, which focused on the aspects of writing or the structure of argumentative essay such as the introduction, body paragraph, conclusion, language use and mechanics. method this research was a descriptive quantitative research. this used because the purpose of this researh was to describe the english department students’ ability in writing argumentaive essay. according to arikunto (2010) descriptive research is a research that explain about the situation based on the real condition of research subject. in addition, according to arikunto (2010), quantitative research is an attempt to investigate an issue by using numerical data and statistical processing. findings and discussion in this chapter, the researcher described the result of students' ability in writing argumentative essay at fourth semester students of english department at universitas bengkulu. in order to know the students' overall ability in writing 100 argumentative essay, the researcher used the average of combining scores between researcher and co-rater. the result of the students' writing show that there was 1 student in very good grade, 11 students in good grade, 12 students in fair grade, and 2 students in poor grade. the percentage of the students' ability is shown in the table below: table 1 percentage of students' ability in writing argumentative essay criteria grade frequency percentage 17 20 13 -16 9-12 5-8 very good good fair poor 1 11 12 2 3.8 42.3 46.2 7.7 total 26 100 students' scores in introduction this is the first aspect in describing the scores of students' ability in writing argumentative essay. the percentage of students' scores in introduction is shown in table below: table 2 percentage of students' ability in introduction score frequency percentage 4 3 3.5 2 2.5 1 1.5 1 7 11 7 3.9 26.9 42.3 26.9 total 26 100 based on the table above, it was clearly shown that most of the students got scores 2-2.5. it means that most of the students of english department at universitas bengkulu did not know how to arrange a good introduction in argumentative essay. 101 students' scores in body paragraphs this is the second aspect in describing the scores of students' ability in writing argumentative essay. the percentage of students' scores in body paragraph is shown in table below: table 3 percentage of students' ability in body paragraph score frequency percentage 4 3 3.5 2 2.5 1 1.5 0 8 12 6 0 30.8 46.1 23.1 total 26 100 based on the table above, it could be concluded that there were a lot of students that still could not arrange a good body paragraphs in argumentative essay. students' scores in conclusion this is the third aspect in describing the scores of students' ability in writing argumentative essay. the percentage of students scores in conclusion is shown in table below: table 4 percentage of students' ability in conclusion score frequency percentage 4 3 3.5 2 2.5 1 1.5 2 9 10 5 7.7 34.6 38.5 19.2 total 26 100 from the students' score above, it means that there were a lot of students still could not arrange a good conclusion of argumentative essay. 102 students' scores in language use this is the fourth aspect in describing the scores of students' ability in writing argumentative essay. the percentage of students scores in language use is shown in table below: table 5 percentage of students' ability in language use score frequency percentage 4 3 3.5 2 2.5 1 1.5 0 15 11 0 0 57.7 42.3 0 total 26 100 as the result showed above, it means that some students still made mistakes of language use in writing argumentative essay. students' scores in mechanics this is the fifth aspect in describing the scores of students' ability in writing argumentative essay. the percentage of students' scores in mechanics is shown in table below: table 6 percentage of students' ability in mechanics score frequency percentage 4 3 3.5 2 2.5 1 1.5 0 7 15 4 0 26.9 57.7 15.4 total 26 100 based on the table above, it could be concluded that, most of the students still made mistakes of mechanics in writing argumentative essay. in this research, the researcher used documentation in order to gather the data. the documentation in this research reffered to the students' essays. the 103 participants of this research were 27 students of fourth semester students' of english department at universitas bengkulu. in analyzing the data, the researcher found that there was one student who cheated in writing argumentative essay. the students' essay was copied from internet, so the researcher only took 26 essays to be analyzed. based on the results, it could be concluded that the english department students' ability in writing argumentative essay was fair. it means that the students' ability in writing argumentative essay were still far from the criteria of argumentative essay in high score that was stated by schwalm (2007) and jacobs et.al (1981). the first aspect was about introduction. according to schwalm (2007) in arranging introduction, the students should give detail background information about the topic of the argumentative essay by giving a clear explanation or definition of the problem. furthermore, in arranging introduction, the students should introduce the main idea of the essay by stating the thesis statement. based on the students result, in arranging introduction, many students wrote some background information and stated the problem, but it was unclear and almost all of sthe students lack in arranging thesis statement. they wrote many sentences but almost all the sentences did not support their thesis statement and many students did not arrange their thesis statement correctly, thus causing their thesis statement was unclear or vague. the second aspect was about body paragraphs. according to schwalm (2007) in arranging body paragraphs, the students should have at least three main points and the students should be able to develop those main points with supporting details. based on the students' result, in arranging body paragraphs most of the students wrote body paragraphs less than three main points, also most of the students did not explain their main points with supporting detail. the third aspect was about conclusion. according to schwalm (2007) in arranging conclusion the students should summarize the main points without repeating previous sentences. also, the students should give their personal 104 thoughts or their opinion about their topic of essay. based on the students result in arranging conclusion, many students just stated the summary of the main points, even many of them just repeated the previous sentences. also, most of the students did not give their personal thoughts about the topic of essay. the fourth aspect was language use. in language use the students should concern to the rules of grammatical structure such as tenses, subject verb agreement, sentence construction, articles, prepositions, etc. based on the students' result, in language use most of the students had mistakes in subject verb agreement. the fifth aspect was mechanics. in mechanics students should concern with technical rules of writing included punctuation, spelling, capitalization, and paragraphing. however the result showed the students' writing was dominated by errors of all the technical rules. it might happen because students wrote their writing recklessly, so it caused difficult to give the score. based on the explanation above, the researcher concluded some reasons why the students' ability in writing argumentative essay were fair. first, it happened probably because the students lack of knowledge about argumentative essay, so the students got confused in bringing the idea based on the topic given. as we know that the goal of argumentative writing is to convince audience, and it is done in a situation where a conflict exist between the beliefs and attitudes of the writer or speaker and reader or audience (hyland, 2002). thus, writing argumentative essay is not easy, the students needs critical thinking and also great opinion so that readers will argue their argument or believe that the opinion is true. therefore, the students need more practice to make their writing better. this result was supported by frestisa (2017) that had similarities result with this study. she said that it happened because they did not have enough knowlege and ability in arranging each aspects of argumentative essay. second, the students' ability in writing argumentative essay were fair probably because the students have limited stock of vocabulary. therefore the students end up repeating the same words when writing argumentative essay. this 105 result also in line with al-khasawneh in rahmatunisa (2014) who clarified that students could not give voice to their thoughts because lack the adequate stock of vocabulary. moreover, english language learners do not use invented spelling and their written texts are restricted to words which they know. conclusions the researcher had analyzed the students' ability in writing argumentative essay written by the fourth students of english department at universitas bengkulu. this research focused on the structure of argumentative essay or the aspect of writing such as introduction, body paragraphs, conclusion, language use, and mechanics. based on the result of the research that was described in the previous chapter, the researcher concludes that the students ability in writing argumentative essay was fair, because many students still made mistakes in writing argumentative essays. this research also in line with frestisa (2017) who said that the students had difficulties in writing thesis statement, arguments, and concluding sentence, in choosing apropriate vocabulary, in using grammar and in applying mechanics. as the data was unfolded, results showed that most of the students still lack of knowledge about argumentative essay. it would be homework for the lecture to give more practices to the students to make the students be able to develop their ability in writing argumentative essay. after discussing the result and making conclusion, there were some suggestions for the students of english department at universitas bengkulu, for the lecturer and for the next researcher, as follow: 1. for the students to have good skills in writing, the students need to improve themselves to do many more exercises in writing argumentative essay. the researcher recommended the students to develop their ability, not only in writing, but also in reading, speaking, and also listening. by mastering 106 others skills will make their writing more extensive and complete their skills in mastering english. 2. for the lecturer the lecturer really had done good effort in order to make her students understand how to write argumentative essay as well, but some students had some problems in writing argumentative essay. the researcher had found the problem that used to faced by students and also their weaknesses. by reading this thesis, the lecturer could develop and improve her way in teaching and learning process. she could make the material become more interesting to the students and make them more motivated. 3. for further researcher further researcher who wants to conduct the research about argumentative essay, it would be better if they solves problems and find good solutions for the students who got fair and poor grade because it would assist them in improve their way in writing argumentative essay. references arieza, f. r. (2013). analysis of coherence in argumentative essays written by the sixth semester students english education study program of universitas bengkulu. thesis, english education study program, education and teacher training faculty , bengkulu university. bengkulu. universitas bengkulu arikunto, s. (2010). prosedur penelitian suatu pendekatan prakek. jakarta : pt rineka cipta frestisa, sinta. (2017). an analysis of second year students’ difficulties in writing argumentative paragraph at english department of bung hatta university. faculty of teacher training and education of bung hatta university. bung hatta university harmer, jeremy. (2004). how to teach writing. longman: pearson education limited. hyland, k. (2002). teaching and researching writing. london: pearson education. jacobs, h.,zinkgraf, s., wormuth, d., hartfiel, v. and hughey, j. (1981). testing esl composition: a practical approach. rowley, ma: newbury house 107 mubarak, zia hisni. (2013). an analysis of students’ ability in building cohesion and coherence in argumentative essays written by the fourth year students of english department at university of bengkulu. university of padang rahmatunisa, wulan. (2014). problems faced by efl learners in writing argumentative essay. english review: journal of english education schwalm, keren. (2007), april 17. rubric for the assessment of the argumentative essay. retrieved from http://web.gccaz.edu ur, penny. (2003). a course in language teaching: practice and theory. cambridge: cambridge university press mailto:karen.schwalm@gcmail.maricopa.edu https://jurnal.unigal.ac.id/index.php/jall/index https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 received accepted published december 2019 january 2020 february 2020 an analysis of teacher-students’ interaction in crosscultural understanding online teaching rika maelasari maelasaririka@gmail.com universitas galuh, jawa barat, indonesia ratnawati ratnawati.english.edu@gmail.com universitas galuh, jawa barat, indonesia wawan tarwana wtarwana@gmail.com universitas galuh, jawa barat, indonesia abstract this article reports on teacher-students‘ interaction in cross-cultural understanding online teaching. there are several compelling reasons for using the online teaching through the internet-based project work in the classroom; a structured way for teacher to begin to incorporate the internet into the language classroom, the use of projects encourage cooperative learning and stimulates interaction, gives the learners a more ‗real-world‘ look and feel and provide greater motivation for the learners. this research employed a case study by means of three data collection techniques, they were observation, interview, and questionnaire. the result of this research was that online teaching helped the students in understanding the material in the ccu classroom. moreover, the interaction between teacher and students were quite positive during the online teaching. it is suggested for further researchers to conduct a similar study with different frameworks such as online teaching strategies to give more significant contributions to the teaching and learning process. keywords: cross-cultural understanding, interaction, online teaching introduction this study deals with the use of online teaching methods in teaching cross-cultural understanding. traditional classroom method is considered the best, which is by face-toface teaching methods and using books as media, while others prefer to implement new ways of teaching, using computers to assist students in learning a language. this is known as online teaching. moreover, in the global era, the teacher need not only teaching traditionally but also be able to use media or technology for their teaching. it is because in the global era technology develops very rapidly. according to dudeney and hockly jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 48 (2007), technology is becoming increasingly important in both our personal and professional lives, and our learners are using technology more and more. people use the internet nowadays. internet is one of the technologies that is often used in the education field. according to tan (2012), ―technological advances and the availability of a wide array of teaching resources on the internet, however, have opened up and innovative instructional techniques that may be used to overcome student passiveness and enhance critical thinking.‖ moreover, dudeney and hockly (2007), explain that there are several compelling reasons for using internet-based project work in the classroom; a structured way for teacher to begin to incorporate the internet into the language classroom, the use of projects encourage cooperative learning and stimulates interaction, gives the learners a more ‗real-world‘ look and feel and provide greater motivation for the learners. many articles available on the internet can be used as the teaching source. news articles are in the form of factual events happening in the society which have a correlation with cultural issues. for example, the articles telling about the experiences of some american popular celebrities when they visited europe will lead to the discussion of cultural differences presented in short fictive stories. some of the short stories can be used in ccu classes. this gap occurs due to the lack of interactive and explorative use of the internet. the important rationale to use the internet as a language learning tool is that young learners‘ familiar with the internet. finally and most importantly, ease of access to internet and availability in most handheld devices makes it more inviting to consider this platform for use in language classrooms, especially in ccu class. the aforementioned statements strengthen the researcher aims at investigating the teacher-students‘ interaction in cross-cultural understanding online teaching is worth to be conducted. teacher-students’ interaction interaction in the classroom is very important to do by teachers and students, students learning in the classroom related to their interaction with the teacher. active interaction between teachers and students will create positive relationships in the classroom and contribute to effective learning. in fact, effective teachers can assess changes in students‘ behavior and understand the needs of students in the classroom. in other words, the interaction between students and their teacher is a new direction in the communication that occurs in the classroom. most fillers function hesitation directed to the teacher utterance (fatimah, g.s., 2017). hence, interaction is still significant in language learning-teaching jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 49 situation. through interaction, students can increase their language store as they listen or read materials. students may have the opportunity to develop their production of language as they listen to their fellows. online teaching teaching online means conducting a course partially or entirely through the internet. it‘s a form of distance education, a process that traditionally included courses taught through the mail, by dvd, or via telephone or tv—any form of learning that doesn‘t involve the traditional classroom setting in which students and instructor must be in the same place at the same time. online learning offers more freedom for students as well. they can search for courses using the web, scouring their institution or even the world for programs, classes, and instructors that fit their needs. online learning is taking place in a variety of environments and combinations. there are students using mobile devices to communicate and collaborate with instructors and classmates, others gathering in local computer labs to connect with central university resources to bring previously unavailable classes to farflung portions of a nation, and there are degree programs offered fully online for which students need never set foot on a physical campus. teacher-students’ interaction in online teaching the selection of an appropriate strategy is critical. it determines the nature of the elearning environment and guides the overall design and sequencing of e-learning interactions. it requires the instructor and/or instructional designer to consider the desired learning outcomes, learner characteristics, and contextual factors as well as his or her personal values and beliefs about teaching and learning. it may also require the instructor and/or instructional designer to step out of his or her comfort zone, applying a strategy that s/he may have yet to experience. a fundamental systematic design principle is that the nature of the desired learning outcomes should drive the instructional design process. for instance, the specifi c technique used to analyze an instructional situation should be based on targeted learning outcomes (jonassen, 1999). similarly, learner assessment methods should be determined by the nature of specified objectives berge & hirumi (2002). the same principle applies to the selection of a grounded instructional strategy. for instance, a direct instructional strategy may be effective and efficient for training people on the use of a new photocopying machine (a relatively simple procedure). if there jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 50 is basically one correct answer or one method for deriving the correct answer, learners may not have to derive meaning and construct knowledge through social discourse. in contrast, if the learning outcome requires higher-order thinking and there is more than one correct answer or more than one way to find the answer, then learner-centered approaches that encourage learners to interact with others to help interpret, apply and otherwise construct knowledge may optimize learning. learner characteristics are also important to consider. in some situations, learners may have greatly varying prior knowledge of the subject matter. for example, it is not uncommon for some to begin an introductory computer course with considerable computer experience, while others may start with little to no computer skills. in such cases, a student-centered approach (e.g. hirumi, 2002) that allows learners to negotiate their own learning objectives, strategies and assessments based on their particular needs and interests may be useful. other key learner characteristics may include but are not necessarily limited to learners‘ level of social and cognitive development, and preferred learning style. key contextual factors, such as the number and nature of learning sites may also affect the selection of an instructional strategy. if there are over 50 students taking a course who are spread across a state and it is important to allow them to work at their own pace, a selfinstructional strategy may be necessary. self-instructional materials that help students monitor and regulate their own learning with few learners–instructor interactions may be more appropriate than a collaborative approach with a high degree of planned learnerlearner and/or learner–instructor interactions. some contexts may also call for the use of specific methods, such as simulations or cases, warranting the use of the simulation model or case-based reasoning as an instructional strategy. in selecting an appropriate strategy, the instructor‘s educational philosophy and epistemological beliefs must also be taken into account. if the instructor believes that people derive meaning and construct knowledge through social interactions, then constructivist, learner-centered, and cooperative instructional strategies may support his or her beliefs. in contrast, if the instructor or designer believes people learn best by ‗doing,‘ then an experiential approach may resonate with his or her educational philosophy. in cases where an instructional designer works with the instructor to create instructional materials, discussions of beliefs and values are warranted, leading to a common vision of a general instructional approach (e.g. learner-centered, experiential, teacher-directed) and then the selection of a grounded strategy. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 51 selecting an appropriate instructional strategy is neither simple nor straightforward. much depends on the desired learning goals and objectives, but concerns for the learner, the context and fundamental beliefs about teaching and learning also mediate the selection process. perhaps even a stronger influence is time and expertise. with insufficient time or training, educators often revert to what they know best; that is, teacher-directed methods and materials. to select an appropriate instructional strategy, the instructor and/or designer must have the time and skills necessary to analyze several important variables and consider alternative strategies. they must also have the confidence, desire and the opportunity to apply alternative instructional strategies within the context of their work environment. cross-cultural understanding cross-cultural understanding is needed wherever there are cultural differences, it would seem most appropriate to focus on the development of a way of thinking about human behavior and its cultural determinants. cultural differences are the main issues in cross-cultural education (grant & lei, 2001). recognizing the differences between people with different cultural backgrounds such as religion, ethnics, belief is a must. crosscultural understanding is the ability to recognize the (cultural) differences, make correct interpretation and react properly to people or situations in the communication with these communities (sugirin, 2009). cross-cultural understanding is important not only in communication between people by different nationalities or languages but also in people of the same nationality but has different cultures. foreign language learning can be considered as cross-cultural education. in a foreign language class, the students learn not only linguistic competence but also the society‘s culture that uses the language that is learned. cross-cultural understanding should be trained. the goal of training cross-cultural understanding is to help students acquire attitudes, knowledge, and skills needed to successfully function within their own microculture, mainstream culture and the global community sinagatullin (2003). this process is a means to improve cultural awareness and cultural sensitivity in the practice and learning a foreign language. tanaka (2006) claims that the concept of ‗cultural awareness‘ – understanding of different cultures – has been emphasized as an essential part of english learning and teaching. this claim can be applied in other foreign languages too, for example, french, german, chinese, and korean, etc. in the classroom context, cross-cultural understanding will support the students to achieve cross-cultural competence through cross-cultural sensitivity. cross-cultural understanding jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 52 should be taught in the classroom. this process can be done in several ways, such as the cognitive approach, communicative approach, and intercultural approach. online teaching strategies online learning strategies must present the materials and use strategies that enable students to process the materials efficiently. since working memory has limited capacity, the information should be organized or chunked in pieces of appropriate size to facilitate processing. if learners have positive perceptions of their interactions with the technological tools of the learning environment, it is likely that they will also have positive perceptions of their interactions with faculty and other learners (arbaugh & rau, 2007). discussions should be taken weekly with peer posts that allow students feedback to facilitate learning. using online office hours, posting traditional office hours, and contact information such as email, telephone number or even skype information will enhance the student‘s learning perceptive. method this research used a qualitative design, especially a case study. the case study is appropriate to get the result of analysis of teacher students‘ interaction in ccu online teaching. a qualitative research design is appropriate to be used in this research. frankael and wallen (2007) highlight that ―qualitative research is more concerned with understanding situations and events from the viewpoint of the participants. accordingly, the participants often tend to be directly involved in the research process itself‖. this research was conducted to the third-year students at one of the private universities in ciamis. this university was chosen by the researcher because this university relevant to this topic and the lecturer used online teaching in ccu classrooms. the researcher has investigated ccu which the lesson is in the sixth semester of the english program. to explore the teacher-students interaction in ccu online teaching, the researcher used observation, interview, and questionnaire as the data collection instruments. then, the researcher chose to anonymize the respondents to the questionnaire to get the objective result (thoyyibah, 2019). findings and discussion first, after making observations, the researcher found some facts in teacherstudents interaction in ccu online teaching. the first question in this study is found in the observed data. based on the classroom observations, the researcher found that the irf jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 53 sequence occurred between teacher and students, where is an initiation by the teacher, followed by a response from the student, followed by feedback to the students‘ response from the teacher. some researchers in the previous study said that the interaction in the classroom is too hard to hold. according to semium (2010) that the elt has not been successfully conducted. it is because of teacher quality. in this research the elt run smoothly, the teacher was able to lead and organized the classroom, it means that the teacher has a good quality. according to ketut (2012), the teacher was able to initiate the sequence and topic, it is the same with the result from this study that is the teacher always initiated to start the topic. second, after making interviewed and questionnaire, the researcher deals the teacher strategies can help the students in ccu classroom. online teaching make the students easier and then to prepare the students more active in the classroom, and they don‘t have to copy the material that already got in online, and the last interaction between teacher and students quit positive interaction during online teaching and they can be more active in online and also in the classroom. moreover, the teacher strategies the helped students in ccu classroom in several ways namely, make it easier and then to prepare the students more active in classroom, and they don‘t have to copy the material that already got in online, and the last interaction between teacher and students quit positive interaction during online teaching and they can be more active in online and also in classroom. conclusion the researchers concluded that online teaching helped the students in ccu classroom in several ways; allowing the students to be more stimulating in understanding the material, allowing collaboration and interaction among the students and teacher, allowing the students to be more involved in the ccu practice, and allowing the students to find new knowledge that the students have not gotten from classroom learning. the online teaching made the students more than easier to prepare the material before joined in the classroom. however, the teacher found difficulties such as the signal and the barrier. to overcome the difficulties, the teacher used a copy material in a flash disk. thus, teacher-students interaction in ccu online teaching was quite positive interaction during online teaching and also in the classroom. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 54 references arbaugh, j. b., & rau, b. (2007). a study disciplinary, structural, and behavioral effect on course outcomes in online mba courses. decision sciences journal of innovative. berge, z. (1999). interaction in post-secondary web-based learning. educational technology. 39(1), 5–11. berge, z. (2002) ‗active, interactive, and refl ective learning‘, quarterly review of distance education, 3(2), 141–60. dudeney, g., & hockly, n. (2007). how to teach english with technology. malaysia: pearson education limited. fatimah, g. s. (2017). an analysis of fillers used by lecturer and students in efl classroom interaction . jall (journal of applied linguistics and literacy), vol. 1 (2). frankael, jack. r. & wallen. norman. e. (2007). how to design and evaluate research in education. new york: mc graw hill international edition. frankael, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education (8th ed). new york: megraw hill. grant, c.a. & lei, j. l. (2001). global construction of multicultural education: theories and realities. mahwah, nj: lawrence erlbaum associates hirumi, a. (2002). a framework for analyzing, designing and sequencing planned e learning interactions. quarterly review of distance education, 3(2), 141–60. hirumi, a. (2002). the design and sequencing of e-learning interactions: a grounded approach. international journal on e-learning, 1(1), 19–27. hirumi, a. (2002). ‗student-centered, technology-rich, learning environments (scentrle): operationalizing constructivist approaches to teaching and learning‘, journal for technology and teacher education, 10(4), 497–537. jonassen, d. h. (1999) ‗designing constructivist learning environments‘, in c. reigeluth (ed.), instructional-design theories and models: a new paradigm of instructional theory, mahwah, nj: lawrence erlbaum. jonassen, d. h., tessmer, m. and hannum, w. h. (1999) task analysis methods for instructional design, mahwah, nj: lawrence erlbaum. ketut, ayu. (2012). classroom interaction of english as an additional language (eal) in primary level at canggu community school. retrieved 2012 from : language education department, postgraduate program, ganesha university of education. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 55 semium, agustinus. (2010). on interactive english classroom. kupang. retrieved march, 2010from : journal of language and language teaching. sinagatullin, i. m. (2003). constructing multicultural education in a diverse society. london: the scarecrow press, inc. sugirin. (2009). cross cultural understanding: what every efl teachers should know. paper presented in short lecture of cross cultural understanding for high school english teacher working group in purworejo, 30 october 2009. tan, s. (2012). enhancing critical thinking skills through online tools: a case of teacher trainees. international journal of sustainable development. 3.87-98. retrieved from http://www.ssm.com/link/oida-intl-jaournal-sustainable-dev.html tanaka, s. (2006). english and multiculturalism – from the language user‘s perspective, relc journal, 37 (i), 47-66. thoyyibah, l. (2019). students' background towards learning ennglish out of classroom setting . jall (journalo f applied linguistic and literacy), vol. 3 (1). appendix 1 dear participants using this information, the researcher aim to evaluate your interaction in online teaching, so your views are valuable for her. while completing the questionnaire, you should read each question carefully and choose only one option by checklist your choices. the information you provide will only be used for scientific purposes. the researcher thank you for your patience and attention. please read each of the following statements carefully. then choose whether you: 1 = strongly disagree 2 = disagree with the statement 3 = are not certain or undecided about the statement 4 = agree with the statement 5 = strongly agree with the statement 1. online learning helps you to understand the material i have learned more deeply. 1______2______3______4______5__ ____ 2. with online learning i find new knowledge that i have not gotten from classroom learning 1______2______3______4______5__ ____ 3. with online learning, i get the opportunity to study anywhere and anytime without being limited time 1______2______3______4______5__ ____ 4. if i understand the difficulties, i can find a solution from an internet source (online) 1______2______3______4______5__ http://www.ssm.com/link/oida-intl-jaournal-sustainable-dev.html jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 56 ____ 5. the teacher role is so important in online teaching process 1______2______3______4______5__ ____ 6. online learning is held solely to get additional value from the teacher 1______2______3______4______5__ ____ 7. is online education as effective as face-toface teaching 1______2______3______4______5__ ____ 8. is online learning more conducive to cheating 1______2______3______4______5__ ____ 9. i am motivated and able to work independently 1______2______3______4______5__ ____ 10. i believe that high-quality learning can occur without face-to-face interaction. 1______2______3______4______5__ ____ appendix 2: interview transcript interviewer : why do you use online teaching in ccu? interviewer : what is the benefit of online teaching in ccu? interviewer : how do you interact with your students in ccu online teaching? interviewer : do you find the difficulty of online teaching in ccu? interviewer : how to overcome it? interviewer : how is teacher-students‘ interaction in ccu online teaching? https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 september 2017, vol. 1 no. 2 english education program faculty of teacher training and education galuh university 10 received: accepted: published: july 2017 august 2017 september 2017 presupposition triggers: a comparative analysis between oral news and written online news discourse luthfiyatun thoyyibah luthfiyatun20@gmail.com english education program, galuh university – ciamis abstract information becomes a crucial thing that someone gets in everyday terms. dealing with the digital era, people can get the information through any communication devices. then, language still has its own rule in communication. as part of linguistic features, the notion of presupposition and its triggers have been studied by many scholars, linguists and philosophers, but as far as the researcher knows, the comparison between presupposition triggers on news broadcast and online transcript has not been explored yet. therefore, the present research tries to identify the main presupposition triggers used in both transcripts. this is a descriptive qualitative study where it is designed to describe the case of the study by words or sentences rather than numbers. the object of the study is presupposition found in both cnn different news style. accordingly, two transcripts were analyzed in terms of presupposition triggers, namely existential, factive, lexical, non-factive, structural, counter-factual, adverbial, and relative. the analyses of the transcripts revealed that the most frequently used presupposition trigger in both varieties of oral discourse was existential. it refers to the ability of existential presupposition in diverting attention to other parts of the sentence or utterance. keywords: presupposition, triggers, presupposition triggers, discourse 11 introduction language has important role in our daily communication. it has been argued by many people that language is a mean of communication in daily activities. we cannot communicate in any real sense without language. because language helps people socialize each other and can give some kind of information. basically, language can be divided into two ways, spoken and written language. spoken language is typically more dependent on its content than written language. spoken language usually refers to language utterance, and the written language is refers to language which is written down (gerot & wignell, 1994). in one simple logic, written language can be said as the written form of spoken language. but it’s not as simple as being stated. spoken and written language have their own role in communication. moreover, zhang (2013) points out both spoken and written language perform different functions in society. although written and spoken language are production processes, people tend to use different words and sentence structure in expressing the same thing in writing and speaking. language is essential thing to human. then, linguistics is academic discipline that concerns on human language. people communicate in every single day. they talk each other about everything, unexceptionally about the recent news. moreover, nowadays, people deal with technology. dealing with various and different activities one to another, people are helped by the existence of communication gadget like smartphone to get up to date with the information. through the use of it, they can access whatever and whenever they need. the need of information is facilitated through the communication gadget in which they can get the information anytime they need. information becomes a crucial thing that someone gets. besides the affection of choice of words in spoken and written language, that is because people have different point of view on such kind of information they receive. that is also determined by different wordings used in both speaking and writing. eventually, information and news from the media influence people’s way of thinking. one people can act roughly to one information while another could just calm down. it refers to the way they understand the language from the information presented and actually it is mostly presented on a broadcast television. it is strengthen by a research conducted 12 by entman (1992) states that people tend to more racist watching television news. they get much more information from the choice of words and its image presented. it has been stated earlier that linguistics studies a human language. pragmatics is one of the branches of linguistics which concerns on language meaning. the study of language meaning is concerned with assign meaning and the assumption. that is why the way speaker utters and in what context the information is presented influences audience’s understanding. semantics is also part of lingusitics that is also concerned with meaning. basically, people act differently to the news presented in television or even in online forum. they have different respond to those news. many factors affect people’s response. those responses are influenced by two things. those come from intrinsic and extrinsic level. from intrinsic level, there are background knowledge of the poeple, background education level which somehoe determine way of thinking, and people’s mind. meanwhile from the extrinsic level, the influence comes from the news itself. the gesture, the tone, and the diction of the news itself could influence audience. as it has been mentioned earlier that there are oral and written communication which ends in oral and written information. in oral and written information, there are two basic kinds of information, given (old) versus new. given information is something that familiar to the audience. it can refer to something that has appeared earlier in the text, or it can be given in the sense of common knowledge. new information is what drives the discourse forward. it’s where we expect our audience to pay special attention (borjars & burridge, 2010). in other words, haviland and clark (1974) point out that given information is what a person thinks the audience is already knows, while new information is what a person thinks the audience does not already know. suppose an old information is presented in the beginning while a new information is presented later. a new information is considered new and listeners rarely credit it as fact (zare, abbaspour, & nia, 2012). by so doing, the author or speaker consciously or unconsciously change the readers or listeners’ interpretation of the presented information. that is why conducting a study on presupposition trigger in media’s use of language is trully important. this notion provides the grounds for this study which is aimed at broadcast news discourse and online electronic news discourse. 13 critical discourse analysis critical discourse analysis aims at exploring and revealing hidden meanings consciously or unconsciously embedded in an utterance (fairclough, 1995). in other words, critical discourse analysis tries to open the ideological values of text writers reflected in the discourse. widdowson (2000) describes critical discourse analysis as “the uncovering of implicit ideologies in texts. in line with the purpose of this study which aims at investigating presupposition triggers, critical discourse analysis supports the analysis of selected news transcripts. presupposition is one of the properties of language which shapes reader or listener’s understanding of facts and events through using linguistic devices and construction is considered an argumentative concept in critical discourse analysis (cda). the critical discourse analysis is something related to our daily life as we face many text types. with critical discourse analysis, someone can reveal the intention or the meaning of a discourse. presupposition presupposition is assumption of the speaker to be the case prior to making an utterance (yule, 1996). meanwhile huang (2007) defines presupposition as an inference or proposition whose truth is taken for granted in the utterance of a sentence. presupposition has close relationship with speakers, not sentences. moreover, grundy (2008) discusses presuppoition as a background knowledge necessary for utterance to be appropriate to say and it is accomodated by the addressee. in many book’s discussion, the concept of presupposition is treated as a relationship between two propositions. moreover, werth (1993) cited in (zare, abbaspour, & nia, 2012) elaborates basic properties of presuposition as being embedded in referring phrases and temporal clauses, being constant even in their negated counterparts, and determining the accuracy of the assumption of a sentence. that’s the assumption of a sentence is true only when the presupposition is true. furthermore, yule (1996) points out that presupposition is generally described as constancy under negation. it means that a presupposition of a statement will remain constant even when that statement is negated. a. everybody knows that john has got married. b. >> john has got married. 14 c. everybody doesn’t know that john has got married. d. >> john has got married. (from yule, 2010: 27) as the example explains, sentence (a) and its negated counterpart (c) both presuppose the same meaning (b) and (d). there are two approaches in studying presupposition, semantic and pragmatic presupposition. it is based on the aspect of logic and pragmatics respectively. furthermore, grundy (2008) highlights the accomodated beliefs necessary for an utterance to make sense are known as semantic presuppositions while the acomodations needed for an utterance to be appropriate are known as pragmatic presuppositions. in other words, semantic presupposition aims at making sense of the utterance by the addressee. meanwhile, pragmatic presupposition aims at making appropriate or suit to the utterance. additionally, presupposition is a special thing in pragmatics. the thing that makes presupposition special is that various respects in which the behavior of presupposition sharply differs from other aspects of meaning. as it has been mentioned earlier, presuppositions can be tested by using the constancy under negation principle. it means that semantic presuppositions will remain true after negation. most importantly, verschueren (1978) cited in (zare, abbaspour, & nia, 2012) asserts, there are some pragmatic presuppositions that do not remain constant under negation. in other words, pragmatic presuppositions and their negated counterparts do not presuppose the same meaning. presupposition trigger presupposition has long been used as a property of language to shape the audience’s ideology. using presupposition triggers, the author or speaker may subject to the reader’s or listener’s interpretation of facts and events, establishing either a favorable or unfavorable bias throughout the text. presupposition deals with implicit meanings conveyed by the speaker trhough the use of particular words. there are six types of presupposition or presupposition triggers (yule, 1996). those are existential, factive, lexical, structural, non-factive, and counter-factual. karttunen cited in levinson (1983) further mentions about cleft construction, relative, and adverbial presuppositions briefly which still included to structural presupposition. examples below are types of presupposition or triggering elements taken from yule (1996). 15 1. existential presupposition is the assumption of the existence of the entities named by the speaker. it is signed by the use of noun phrases and possessive construction. e.g. the teacher taught math >> there is a teacher e.g. andy is a professor >> there is a professor/ andy is an old man 2. factive presupposition is the assumption that something is true due to the presence of some as "know“, "realize“, “be glad”, “be sorry”, “regret”, “aware”, “odd” etc. e.g. she didn’t realize he was ill >> she was ill e.g. we regret telling him >> we told him e.g. i wasn’t aware that she was married >> she was married e.g. it isn’t odd that he left early >> he left early e.g. i’m glad it’s over >> it’s over 3. lexical presupposition refers to using one word, the speaker can act as if another meaning will be understood. in this case, the use of word “stop”, “start”, “again” presuppose another (unstated) concept. e.g. he stopped smoking >> he used to smoke e.g. they started complaining >> they complaining before e.g. you’re late again >> you were late before 4. structural presupposition refers to the assumption associated with the use of certain structures. the listener perceives that the information presented is necessarily true rather than just the presupposition of the person asking the question. e.g. when did he leave? >> he left e.g. where did you buy the bike? >> you bought the bike 5. non-factive presupposition is an assumption referred to something that is not true. e.g. i dreamed that i was rich >> i was not rich e.g. we imagined we were in hawaii >> we were not in hawaii 6. counter factual presupposition is the assumption that what is presupposed is not only untrue, but is the opposite of what is true, or contrary to facts. e.g. if you were my friend, you would have helped me >> you are not my friend e.g. if i were not short, i would have became a stewardess >> i am short 7. relative and adverbial: relative and adverbial clauses are also found to presuppose information. 16 e.g. the incident occurred in a region where there is a large kurdish population >> there is a large kurdish population [relative] e.g. it started when tehran’s vice president this week warned >> this week tehran’s vice president warned [adverbial] cited in (zare, abbaspour, & nia, 2012). method this study was designed to investigate types of presupposition triggers in two different types of news with the same topic. it deals with broadcast television news transcript and online news available on the internet. considering those points, thus, this study employs qualitative descriptive design. the rationale for choosing qualitative descriptive design is that because “the goal of qualitative descriptive study is a comprehensive summarization, in everyday terms, of specific events experienced by individuals or groups of individuals” (lambert & lambert, 2012). it relates to the specific news report that’s trying to be investigated. moreover, khaleel (2010 no. 2 vol. 21) mentions that investigating presupposition in journalistic texts is appropriate using qualitative descriptive design. in line with that, malik&hamied (2014) strengthened that qualitative descriptive study can be used for document anlysis in which this study’s trying to figure out types of presupposition perfomed in broadcast and online news transcripts. to perform the investigation of the study, cnn broadcast news and cnn online news transcripts were used as two samples of news channels. those sampling were taken from cnn news channel with the principle of purposive sampling. as the nature of qualitative study, purposive sampling is considered to be adopted for this present study. data collection technique in this research is applying documentary technique. documentary technique is documenting all required data in this study based on its purpose, which is find the utterances which contained presupposition. therefore, the researcher collected utterances data that related with six types presupposition based on pragmatics theory which were found on both broadcast news television transcript and online news discourse. after the data were collected, it performed data reduction, whereas data which considered unimportant for study had been eliminated and the researcher will only focus to data which related with the study. afterwards, the data gathered were subjected to discourse analysis in terms of utilized presupposition categories. based on the presupposition trigger classification put forward by 17 yule (1996), the frequency and percentage of the occurrence of presupposition triggers were enumerated and tabulated. after the gained data were enumerated and tabulated, the researcher identified the frequency of presupposition triggers on both the transcript of broadcast and online news from cnn. then, the number and frequency of presupposition triggers found from both transcript were being compared each other. ultimately, the most and the least frequently utilized presupposition triggers in the discourse of the two were elaborated based on its function and characteristics from yule (1996)and huang (2007). findings and discussion after analyzing both transcript of broadcast and online news from cnn channel, this study found that there are several presupposition triggers used in both texts. this study clasifies the presupposition triggers detected in the transcripts under the rubrics of exixtential, factive, lexical, structural, non-factive, adverbial, and relative with the adverbial and relative categories added to the classification. table 1 and 2 show the occurance frequency of each presupposition trigger in the transcripts. table 1. presupposition triggers identified in cnn news broadcast transcript no presupposition total number of presupposition triggers 1 existential 11 2 factive 4 3 lexical 1 4 structural 5 non-factive 6 counter factual 7 adverbial 2 8 relative 5 as table 1 indicated, the existential presuposition or through nominalization and possessive construction is the most frequently used linguistic construction. the used of existential presuppositions glow the intended meaning in cnn broadcast news transcript. 18 using existential presupposition, as yule (2010) maintains, the speaker and hearer are committed to the existence of entities. utterance: first story takes us to the fifth most populated country in the world, the pacific island nation of indonesia, home to more than 258 million people therefore, this utterance is classified into existential presupposition because it shows that the speaker in this conversation is committed to the existence of the entities named the pacific island nation of indonesia and it also as a home for more than 258 million people. the analysis of the chosen english news broadcast reveals that oral english puts into service presupposition triggers. using these linguistic constructions, the author tries to bring and influence listeners’ interpretation of facts and event. this is supported by schmid (2001) notes that discourse writers share their views by presenting them disguised as truths in presuppositions. that can be the answer of facts that some people who watch news broadcast would get much influence to the thing presented. in other words, the writer of the transcript wants the audience having the perspective that the author intended. further inquiry shows that existential presupposition being the most frequently used category is a constant property of news discourse. with its simple structure composed of possessive constructions or definite noun phrases, existential presupposition is considered the most readily credited for presupposition. besides, factive presupposition were found in the cnn broadcast news trancript. the utterance “.... and that swell can be as tall as buildings” presupposes “the swell is as tall as buildings”. the appearance of factive presupposition means presupposing the truth of their complement clause. in addition to that particular presupposition trigger, crystal (1997) highlighs that “factive” is used in the classification of verbs, “referring to a verb which take a complement clause, and where the addresser “factive” because they presupposes the truth of their complement clauses”. another presupposition found in the transcript was lexical presupposition. the utterance “.... and that authorities have to move fast” presupposes “ .... that the authorities has been moved slowly”. lexical presupposition might be thought of as one of the best ways to express implicit proposition. due to its non-assertive function, lexical construction can best trigger meaning (zare, abbaspour, & nia, 2012). 19 additionaly, adverbial clauses are used as adverbials in the main clause. those clauses trigger presupposition. therefore, utterance “the ring of fire is also known for tsunamis produced when the ocean floor is either forced to rise or fall” presupposes “the ocean floor is either forced to rise or fall”. the adverbial clauses have freedom of positioning, they are usually put in the beginning either at the end of sentence or utterance biber et al (1999) cited in (khaleel, 2010 no. 2 vol. 21). last but not least, relative presupposition were also found in the transcript of cnn news broadcast. relative presupposition has the second most frequent presupposition used in the transcript. the frequency of adverbial and relative presuppositions also indicates their importance in oral discourse. in fact, adverbial and relative clauses can be considered sound textual devices in that they enable the writer to make listener believe what a person asserts. even though in the broadcast news contains another types of communication, like gesture, which helps conveying the meaning, adverbial and relative presuppositions help to strengthened beliefs of the utterance. table 2. presupposition triggers identified in cnn online news transcript no presupposition triggers total number of presupposition triggers 1 existential 38 2 factive 3 3 lexical 6 4 structural 5 non-factive 6 counterfactual 1 7 adverbial 1 8 relative 4 20 as it is indicated in table 2, existential construction is the most frequently occurring category of presupposition in cnn’s online news in sparking off unstated meaning. furthermore, lexical presupposition triggers are among frequently employed presupposition triggers. after lexical presupposition triggers, relative presupposition triggers become the next frequently used in online news discourse. the least frequently used presupposition triggers include factive, adverbial, and relative presupposition triggers. there is no structural and nonfactive presupposition triggers applied in the transcript. from the analysis of presupposition triggers in this transcript, existential presuppositions become most frequently used. as a matter of fact, existential presupposition is stronger or more difficult to detect in comparison to other categories. this can be described to its ability in diverting attention to other parts of the sentence. schmid and caffi mentions in liang&liu (2016) “are among the scholars who strongly stress that existential presupposition is one of the least refutable presuppositions ever used”. interestingly, in an earlier study of written news discourse, alireza & moses (2011) concluded that existential or presupposition through nominalization is among the most frequently used presupposition triggers. in the beginning of the transcript, the utterance “rescuers are combing through the rubble for survivors after an earthquake wednesday morning in indonesia's aceh province” is categorized into existential presupposition triggers. that utterance presupposes “rescuers are exist and there was an earthquake on wednesday”. it also means that the writer of the transcript is trying to make sure the existence of referents. whereas, some of existential presuppositions with “non-definite” names do not triggers a presupposition since they lack reference. moreover, lexical presupposition deals with “unstated concept” (yule, 1996) or “asserted meaning” (khaleel, 2010 no. 2 vol. 21). the utterance “additional medical personnel have gone to the region” presupposes “additional medical personnel are there before”. another utterance “…. rescue team continue to dig …. “ presupposes “ …. rescue team was digging before”. another presupposition triggers found is factive presupposition. factive presupposition triggers relate to the presence of some verbs indicated something is true. as it has been mentioned earlier, the verbs are “know”, “realize”, “regret”, etc. the utterance “nightfall had affected ongoing search and rescue missions” presupposes “nightfall affected ongoing search and rescue. from the transcript, we can see that the transcript writer wants the audience to know and realize that nightfall really affects the ongoing search and rescue. 21 as it has been tabulated in the cnn news broadcast transcript, the number of adverbial and relative presuppositions indicates their importance in oral discourse. even though the second transcript was taken from written news transcript, it still consists of live conversation with the reporter on the spot of the news event. that’s why it still relates to the importance of oral discourse. the utterance “some residents fled to safety in the hills” presupposes “ there are some residents …. “. another utterances found in the transcript is “large earthquakes are relatively common in indonesia” presupposes “there is a large earthquake”. even though oral and written language performs different function in communication, they both equip each other. additionally, there was found the counter factual presupposition trigger. it is signed by the existence of if-cleft. counter-factual constructions presuppose the falsity of the proposition expressed in the complement clause. therefore, what is presupposed is the opposite of what is true, or contrary to facts, (crystal, 1997). the utterance “if needed” is categorized as counterfactual presupposition. what is presupposed is not only ot true, but the opposite of what is true. “as counterfactual presupposition because the structures mean i should be studying that what is presupposed is not only not true but is the opposite of what is true. the counter factual presupposition trigger which is found in the transcript indicates that the author raised the hidden meaning or intended meaning which he/she prefer to utter it in different way. the author tries to figure out the intended meaning by uttering if-cleft. it was uttered to give a modesty of the utterance. conclusions after analyzing presuppositions from both cnn news broadcast and cnn online news, this study assumes that the audience get the presupposed information that uttered by the speaker and the writer. the meaning of presuppositions can be analyzed by considering the context of its utterance. presuppositions can be used to reveal the information or meaning that contained in an utterance that conveyed by the speaker. understanding presupposition helps the audience to reveal the intended meaning of the writer or the speaker. in brief, types of presupposition triggers mostly found in the both discourse is existential presupposition triggers. the use of presupposition triggers helps to better communicate the message of the news and also consequently grip the audience. however, some differences might be witnessed in their frequency of use which can be attributed to writers’ different attitudes toward certain linguistic constructions. as levinson (1983) notes, the detected presupposition 22 triggers confirm the idea that propositions are triggered by parallel linguistic structures in different languages or varieties of languages. the present study of presupposition triggers in oral and written news transcripts hopes to contribute to better understanding of composition of oral and written news transcripts. references alireza, b., & moses , s. 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(2000). on the limitations of lingistics applied. applied linguistics , 21, 325. retrieved from http://dx.doi.org/10.1093/applin/21.1.3. yule, g. (1996). pragmatics. oxford: oxford university press. zare, j., abbaspour, e., & nia, m. r. (2012). presupposition triggera comparative analysis of broadcast news discourse. international journal of linguistics, 4(3) pp. 734-743. retrieved from http://dx.doi.org/10.5296/ijl.v4i3.2002. https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 february 2019, vol. 3 no. 1 english education program faculty of teacher training and education galuh university 18 received: accepted: published: december 2018 january 2019 february 2019 the use of oral peer feedback to minimize the students’ errors in pronouncing english consonant sounds /p/, /f/ and /v/ in reading aloud (a case study of the twelfth grade at one of senior high schools in tasikmalaya) kinanty kintamani kinanjaya@gmail.com asep dudi kurnia asdudmail@gmail.com didih faridah didihfaridah@gmail.com abstract this study reports on the use of oral peer feedback to minimize the students’ errors in pronouncing english consonant sounds /p/, /f/ and /v/. it was a case at the twelfth grade in one of senior high schools in tasikmalaya. furthermore, this study was aimed to find out the extent to which the students make errors in pronouncing english consonant sounds /p/, /f/ and /v/, how the teacher minimizes the students’ errors in pronouncing english consonant sounds /p/, /f/ and /v/ by means of oral peer feedback and the teacher’s reasons of using oral peer feedback to minimize the errors in pronouncing english consonant sounds /p/, /f/ and /v/. furthermore, in conducting this study the writer used qualitative research in which case study. based on the research findings, the writer concluded three major conclusions. first, the writer concluded that the majority of the students were able to pronounce the english consonant sounds /p/, /f/ and /v/ correctly that have been proven by the results of students’ pronunciation. second, the teacher taught the students about reading comprehension that contained the sounds of /p/, /f/ and /v/ with the use of oral peer feedback. in short, it could be seen that teacher’s ways in minimizing students’ errors in pronouncing english consonant sounds /p/, /f/ and /v/ by means of oral peer feedback was succesfully completed by the teacher through the activities in classroom observation. in addition, teacher's ways in 19 implementing oral peer feedback was relevant with the theory from brookhart (2008, p. 70) about the procedure in implementing oral peer feedback. finally, teacher’s reasons of using oral peer feedback to minimize the errors in pronouncing english consonant sounds /p/, /f/ and /v/. the writer concluded that the teacher has the main reason for choosing oral peer feedback as one of the ways to minimize students’ error in pronouncing /p/, /f/ and /v/. the teacher argued that the use of oral peer feedback was one of the ways for minimizing students’ errors because the students were demanded to give corrections toward students' errors in pronouncing the words. the students were more felt comfort when they assessed by their friends. therefore, they will enhance their skill by the corrections given by the other students in oral peer feedback. moreover, the writer suggests that the further researchers to investigate the cause of students’ error of efl learner specifically. key words :oral peer feedback, students’ error, english consonant sounds. introduction good pronunciation is important for english learners. it is needed in making conversation and increasing students speaking ability. according to gilakjani (2012, p. 104), “good pronunciation brings you closer to the native accent of english. a good pronunciation provides a speaker with confidence to communicate”. that means good pronunciation makes the learners able to try making communication by pronouncing understandable speech which has meaning and easy heard by the listener. therefore, bad pronunciation should be avoided because it can be difficult to understand, creates a different meaning and makes misunderstanding in conversation. for example wrong pronouncing of sentence “he prepared a file for the chairman's speech this morning”, then if word “file” sound /f/ pronounced /faɪl/ become /vaɪl/ “vile” even she/ he makes wrong pronunciation just a sound but absolutlly it can create different meaning. in this research, the writer focuses on consonant sounds /p/, /f/ and /v/. she choosed it based on the research done by saputra(2011), “the ability of second semeter students of english education department in pronouncing consonant sounds focusing on /f/ and /v/ of stikip pgri banjarmasin academy year 2010/ 2011”. the second, hassan (2014), “pronunciation problems: a case study of english language students at sudan university of science and technology”. 20 third, kim (2015), “a case study on online peer feedback for learning english pronunciation at university level”. the similarity with previous studies were focused on pronunciation consonant sounds. differences were the methodology used by previous study was quantitatif method that used by first study while the second and third used qualitatif methode (case study), research limitation was focused on consonant sounds /f/ and /v/ and all consonants, first and second study focuse to investigate pronunciation error with differrent methodology both quantitatif method and qualitatif methode (case study) while the third study focus on oral peer feedback for overcome the error. thereby, based on the above reasons, the writer was interested in conducting a research that focuses on pronunciation error and the oral peer feedback to minimize the students’ errors. the writer took the eglish teacher and twelfth grade student at one of senior high school in tasikmalaya. because the writer realizes they were studying english in this class, senior high school which is the high level basic formal school commonly they have to undestand english well then other basic level formal school. generally they would face national examination english subject in the final semester so this is strategic class to learn the pronunciation well for help them to overcome the error by the certain way here related with to oral peer feedback. based on related previous studies the writer views still there a gap that has to be completed. in this case, their study just focuses on pronunciation problems focuse to two sounds /f/ and /v/ and the other one focuse on online peer feedback for learning english pronunciation. to learn further about that, the gap was completed by research entitled: the use of oral peer feedback to minimize the students’ errors in pronouncing english consonant sounds /p/, /f/ and /v/. (a case study of the twelfth grade at one of senior high schools in tasikmalaya). problems in pronunciation many students have problems in learning english especially in spoken english language. there are many problems faced by students according to harmer (2007, p. 250), they are as follows: 21 1) what students can hear the influence of mother tongue impacted to several students have great difficulty hearing pronunciation features which we want them to reproduce. frequently, speakers of different first languages have problems with different sounds. because every language has different features and sometimes it is not familiar with our hearing and our knowledge. 2) what students can say learning a foreign language often presents us with the problem of physical unfamiliarity. our memory recognize to say such as our expectation but the speech organ said different with what we want to convey because of our lack in pronounce some phoneme or some word. 3) the intonation problem some of us (and many of our students) find it extremely difficult to hear tunes or to identify the different patterns of rising and falling tones. basic dialect of some learners still influence the performance in speaking english because english has rule related intonation used in pronouncing or speaking. falling and rising intonation notice has implicit meaning. the students consider that pronunciation is hard to do in pronouncing english sounds. the difficulty in pronouncing english sounds caused by mother tongue and their habit. mother tongue is the most often they used in daily conversation and habitual activity so it has strong memory in their language knowledge by repetition action. definition of error error is a digression from rule of a language. brown (2007, p.217) states, “an error, a noticeable deviation from the adult grammar of native speaker, reflects the competence of the learner”. it means that error is an absolutely deviation from the rule of a language and it reflects the competitions of students. according to jabeenet.al (2015, p. 53), “errors are the result of incomplete learning and linguistic incompetency of the learners and errors can not be selfcorrected”. error is any deviation from a selected norm of language performance, no matter what the characteristics of causes of the deviation might be. 22 therefore, error pronouncing in second or foreign language learners is regards as showing faulty or incomplete learning. this phenomenon is actually normal, it is possible that every student ever make errors in pronunciation when they learn english. error is different from mistakes. according to jabeenet.al (2015, p. 53), “mistakes are the results of poor performance of language due to many factors like fatigue and carelessness on the part of learners etc. learners have the knowledge of the correct linguistic form and they can self-correct themselves on the basis of their linguistic knowledge. this is the basic difference between errors and mistakes”. it means, an error is a noticeable deviation from the adult grammar or nature speaker, reflecting the interlanguage competence of the learner. if the student makes error and they do not correct itself how the right side that called error other hand if they can correct the wrongness it is called mistake. errors cannot be apart from sound production from the pronunciation. it caused the differences with the correct pronunciation when the students pronounce some words. shan-ling (2012, p. 1124) states, “students learn a language by making errors, recognizing them, and putting them right”. however, error is important tool in the process of learning and teaching. knowing the students errors makes them to learn the right form and for the teacher it is possible to determine areas that need reinforcement in pronunciation teaching. definition of error analysis making error is a natural phenomenon in language learning acquisition, but errors need to be corrected. saville & troike (2006, p. 37) state ”error analysis is an applied linguistic approach used to identify the difficulties of the students in learning language”. that means the process of analyzing the students’ error is called error analysis. studying about errors made by the students is important for the teachers because they will understand on their students’ language acquisition by knowing and analyzing the students’ errors. therefore according to hasyim (2002, p. 42), “error analysis which is defined as a technique for identifying, classifying, and systematically interpreting the unacceptable 23 form produced by someone learning a foreign language, using any of the principles and procedures provided by linguistics”. it is very important for students and teachers in language learning. error analysis (ea) is the first approach to the study of sla which includes an internal focus on learners’ creative ability to construct language. therefore, conducting error analysis is one of the best ways of describing and explaining errors made by students, because it will give many advantages to the process of language learning in the future. in conclusion, error analysis is invaluable information. in this research, it provided the information on the students’ error in producing consonant sounds /p/, /f/ and /v/ then the research will understand the nature of errors and it became apparent what kind of remedial work is necessary for efl /esl students to avoid this error. the nature of oral peer feedback one of the challenges faced by english as a second or foreign language teacher is the pronounciation error, today is determining not just how to provide feedback on learner pronunciation, but when to actually do. thus, according hattie (2009, p. 174) feedback is : “…information provided by an agent (e.g., teacher, peer, book, parent, or one’s own experience) about aspects of one’s performance or understanding. for example, a teacher or parent can provide corrective information, a peer can provide an alternative strategy, a book can provide information to clarify ideas, a parent can provide encouragement, and a learner can look up the answer to evaluate the correctness of a response. feedback is a “consequence” of performance”. peer feed back the evaluation do by two students or more for correction the error made by their friends conveyed orally. oral feedback used to minimize the errors in pronouncing consonant sounds /p/, /f/ and /v/. peer feedback can be defined as “a communication process through which learner sent into dialogues. that means feedback is a strategy can be used to evaluate the performance did by the student, in oral related to performance and standards”. (lui and carless, 2006, p. 280). it means that oral peer feedback doing both or among students by making dialogues reflecting on and evaluating the performance of their peers, students 24 can develop objectivity in relation to standards which can be then transferred to their own work. berg, at. al (2006, p.135), states “…peer feedback was focused on evaluation…”. giving more feedback in evaluation will help students accurately in their own use of language. by giving feedback, actually can reduce students’ errors. consequently, students would be more confident in pronouncing english words. method the purposes of the study were to find out how the teacher teaches oral peer-feedback to minimize the students’ error in pronuncing english consonant sounds /p/, /f/ and /v/ in reading text aloud and the teacher minimize the students’ errors in pronouncing english consonant sounds /p/, /f/ and /v/ by means of oral peer feedback, and why does the teacher use oral peer feedback to minimize the errors in pronouncing english consonant sounds /p/, /f/ and /v/. based on the research questions and the purposes mentioned previously, this study applied a qualitative approach. qualitative approach emphasizes on describing in-depth and detail of a particular activity, situation, field, behaviour of people and field (fraenkel and wallen, 2007, p. 422). the writer chose a class of twelfth students related to pronunciation errors because the reason as explained former. findings and discussion based on the analysis of each student in pronouncing the english consonant sounds /p/, /f/ and /v/, the writer found that almost of the students have error in pronouncing those words, just the fourth students who complety correct in pronouncing those words. to emphasize, the writer presented the frequency of students’ error in pronouncing those word and its percentage from each words that could be seen in the following table. no the sounds /p/, /f/ and /v/ frequency of students’corrections percentage correct incorrect correct incorrect 1 chapel 4 2 5,50% 2,70% 2 parents 4 2 5,50% 2,70% 3 popular 5 1 6,90% 1,30% 25 4 finance 4 2 5,50% 2,70% 5 farm 5 1 6,90% 1,30% 6 fans 5 1 6,90% 1,30% 7 seven 4 2 5,50% 2,70% 8 very 4 2 5,50% 5,50% 9. february 5 1 6,90% 1,30% 10 moved 5 1 6,90% 1,30% 11 comprehensive 3 3 4,10% 4,10% 12 divorced 5 1 6,90% 1,30% subtotal 53 19 73% 27% total 72 100% table 1.1 the frequency of students’ errors in pronouncing /p/, /f/ and /v/ in short, based on the data from the tables in order to answer the research question on to what extent does the students make errors in pronouncing english consonant sounds /p/, /f/ and /v/, the writer concluded that the majority of the students were able to pronounce the english consonant sounds /p/, /f/ and /v/ correctly that have been proven by the results of students’ pronunciation. in this case, the writer found out that the teacher taught the students about reading comprehension that contained the sound of /p/, /f/ and /v/ with the use of oral peer feedback. in short, it could be seen that teacher’s ways in minimizing students’ errors in pronouncing english consonant sounds /p/, /f/ and /v/ by means of oral peer feedback was succesfully completed by the teacher through the activities in classroom observation. in addition, teacher's ways in implementing oral peer feedback was relevant with the theory from brookhart (2008, p. 70) about the procedure in implementing oral peer feedback. to sum up, the writer concluded that the teacher has the main reason for choosing oral peer feedback as one of the ways to minimize students error in pronouncing consonant sounds /p/, /f/ and /v/. the teacher argued that the use of oral peer feedback was one of the ways for minimizing students errors because the students were demanded to gave corrections toward students' erors in pronouncing the words. the students were more felt comfort when they assessed by their 26 friends, therefore, they will enhance their skill by the corrections given by the other students in oral peer feedback. to support the findings, the case of the use oral peer feedback to minimize the students error in pronouncing sounds /p/, /f/ and /v/ have been widely discussed the subsequent point to be discussed was the previous study. the study conducted by hassan (2014) entitled, “pronunciation problems: a case study of english language students at sudan university of science and technology”. the result showed sudanese spoken arabic, had problems with the pronunciation of english vowels that have more than one way of pronunciation in addition to the consonant sound contrasts e.g. /z/ and /ð/, /s/ and /θ/, /b/ and /p/, /ʃ/ and /tʃ/. based on the findings, the study concluded that factors such as interference, the differences in the sound system in the two languages, inconsistency of english sounds and spelling militate against sudanese students of english (sses) competence in pronunciation. conclusions having discussed and analyzed the previous chapter, in this section the writer delivered the conclusions of the research. the first conclusion was based on the first reseach question on to what extent does the students make errors in pronouncing english consonant sounds /p/, /f/ and /v/, the writer concluded that the majority of the students were able to pronounce the english consonant sounds /p/, /f/ and /v/ correctly that have been proven by the results of students’ pronunciation. furthermore, in responding the second research question on teacher’s ways in minimizing students’ errors in pronouncing english consonant sounds /p/, /f/ and /v/ by means of oral peer feedback, the writer concluded that the teacher taught the students about reading comprehension that contained the sound of p/, /f/ and /v with the use of oral peer feedback. in short, it could be seen that teacher’s ways in minimizing students’ errors in pronouncing english consonant sounds /p/, /f/ and /v/ by means of oral peer feedback was successfully completed by the teacher through the activities in classroom observation. in addition, teacher's ways in 27 implementing oral peer feedback was relevant with the theory from brookhart (2008, p. 70) about the procedure in implementing oral peer feedback. finally, in responding the last research question on teacher’s reasons of using oral peer feedback to minimize the errors in pronouncing english consonant sounds /p/, /f/ and /v/, the writer concluded that the teacher has the main reason for choosing oral peer feedback as one of the ways to minimize students error in pronouncing sounds /p/, /f/ and /v/. the teacher argued that the use of oral peer feedback was one of the ways for minimizing students errors because the students were demanded to gave corrections toward students' errors in pronouncing the words. the students were more felt comfort when they assessed by their friends. therefore, they will enhance their skill by the corrections given by the other students in 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(2011). the ability of second semester students of english education department in pronouncing consonant sounds focusing on /f/ and /v/ of stikip pgri banjarmasin academy year 2010/2011. saville, muriel – troike. (2006). introducing second language acquisition. new york. published in the united states of america: cambridge university press. schaetzel, k & low, e. l. (2009). teaching pronunciation to adult english language learners. center for applied linguistics. washington, dc 20016-1859. widodo, h. (2013). doing qualitative research: a step-by-step guide for undergraduate students discipline of linguistics. university of adelaide. wiserman, a. (2011). interactive read alouds: teachers and students constructing knowledge and literacy together. reading teacher, 38(6), 431-438. https://jurnal.unigal.ac.id/index.php/jall/index p-issn: 2598-8530 september 2019, vol. 3 no.2 english education program faculty of teacher training and education galuh university 122 received: accepted: published: july 2019 august 2019 september 2019 the correlation between reading strategiesand reading comprehension achievement ofthe sixth semester in english education study program ofbengkulu university nur olivia siregar english education study program department of language and art university of bengkulu nurolivia.siregar@gmail.com rudi afriazi english education study program, department of language and art university of bengkulu rudiafriazi88@gmail.com arasuli english education study program, department of language and art university of bengkulu arasulimsi@gmail.com abstract this research is aimed at identifying student‟s reading strategies used and students‟s reading comprehension achievement. the research would like to find out whether or not there is any significant correlation between reading strategies and reading comprehension achievement at the sixth-semester students of english education study program at universitas bengkuluacademic year 2018/2019. the research was designed as a quantitative correlation method, the subject were 78 students and the instrument used for collecting the data were reading strategies questionnaire and reading test. the collected data were analyzed by spss 23. the result of this research revealed that there is a significant correlation between reading strategies and reading comprehension achievement because the correlation coefficient is 0.033 which is very weak correlation category. it seems that most of the students were not familiar to the strategies in reading 123 comprehension therefore more understanding of strategies is needed until a reading comprehension problem is solved. keywords: correlation, reading strategies, reading comprehension achievement introduction reading is the dimension of comprehension. it is very important to support student‟s learning. by reading student‟s get information and expand their knowledge about what they are learning and what they need to know. reading is not only about assigning the words or sounds of written words, but also understanding the message or comprehending the written words. patel and jain ( 2008) argue that reading is extending someone knowledges, not only for seeeking the source of pleasure and information, but also for getting the meanings. reading is about understanding written text. therefore, reading cannot be separated from comprehension. reading comprehension itself is the process of making sense of words, sentences, and connected text in order to understanding information presented in a written form. moreover, reading comprehension is the goal of reading. it becomes a basic skill in the learning process, both in learning generally as well as learning at school. reading is very important because it can develop the thinking process and helps the reader to discover new things and new information. consequently, reading helps in enhancing the knowledge there are some factors contributing to good reading comprehension. one of them is reading strategies. reading strategies are very important to help reader comprehend the text in the act of reading (kurugonen, 2015, p. 2924) and the implementation of special reading strategies enable more efficient use of time . moreover, it is effective way to solve reading problems encountered by students while reading academic material. research studies on second/foreign language reading have consistently confirmed the importance of reading strategies on developing language learners„ reading comprehension skills (zare and nooreen, 2011). on the other hand, most readers may face comprehension problems while reading a text, but proficient readers would face the problems by consciously 124 applying effective reading strategies to solve the comprehension challenges. students should understand the meaning of the text, critically evaluate the message, remember the content, and apply a new-found knowledge flexibly. using reading strategies appropriately may be of great help to non-native readers because it can serve as an effective way of overcoming language deficiency and obtaining better reading achievement on language proficiency test as an efl educator, it is essential to explore how students learn to read in english and understand more the problems they have encountered in reading strategy use, so that teachers can help them acquire better strategies. some studies have investigated reading strategies and reading comprehension achievement tobing (2013) studied about the relationship between reading strategies and self-efficacy with the reading comprehension of high school students in indonesia.the categories of reading strategies (global reading strategies, problem-solving reading strategies and support reading strategies) were not significantly related to reading comprehension.the use of sufficient efl reading strategies is considered to be one of the important factors contributing to successful language learning (ikeda and takeuchi, 2006). tika sari (2017), studied about the correlation between reading strategies and reading comprehension of the eleventh grade students of sma muhammadiyah 6 palembang. the categories of reading strategies are : global reading strategies , problem – solving reading strategies and support reading strategies.the purpose of this study was to find out reading strategies significantly influence reading comprehension. the result showed that students reading strategies use had significant influence to the students‟ reading comprehension (33,9%). the total contribution students reading strategies and their reading comprehension achivement showed significant correlated and influenced. furthermore, according to othman and zare (2013, p. 187) nowadays some language learners do not read for the purpose of understanding the writer„s message in the text, they developed wrong concept of reading, they just consider that the purpose of reading is only to learn new vocabulary. they also argued that ―what a reader needs to focus on is not only every word in the text, but also the semantics of the text. reading strategy is considered as one of the features of 125 cognitive psychology which are important to the success of comprehension. they also argued that the use of strategy in deferent ways is in more and less prescient readers. anderson (2004, p. 13) also defines that reading strategy is readers„ ability in using some variety of reading strategies in order to get the purpose of reading. good readers tend to use strategies in reading, thus, they know what to do when they got difficulties in reading. the importance of strategy used is also emphasized by rokhsari, (2012, p. 5). he states that teacher must help students to acquire the strategies in reading processes because it can improve the overall comprehension of the text. chen (2008, p. 26) also states that high achievers tend to employ a wider variety of strategies than the low achievers. it means teacher should investigate the essential of reading strategies for academic purposes between low achievers and high achievers by observing students„ different in applying reading strategies. based on the background above the writer is intended to do research about the correlation between reading strategies and reading comprehension achievement of thesixth semester in english education study program ofbengkulu university. this research had one research question was “is there any significant correlation between reading strategies and reading comprehension achievement of the sixth semester in english education study program ofbengkulu university ?” the researcher hopes this research will give some influencesto the teachers, students, and further researcher. this research had two hypothesis of the research alternative hypothesis (ha): there is a significant correlation between students„ reading strategies and their reading comprehension achievement of the sixth semester in english education study program ofbengkulu university.null hypothesis (ho): there is no significant correlation between students„ reading strategies and their reading comprehension achievement of the sixth semester in english education study program ofbengkulu university. method the research would be a quantitative correlation design . creswell (2005, p. 325) states, “ a correlation is a statistical test to determine the tendency or pattern for two (or more) variables or two sets of data to vary consistently”. in this study, the researcher firstly measure the students„ reading strategies by using survey of 126 reading strategies questionnaire. second, reading comprehension test was used to find out the students„ reading comprehension achievement. then the correlation between variables were analyzed through statistical package for social science (spss) 23.00 based on the results of the questionnaire and reading comprehension test. the researcher tried to find out the correlation between student‟ reading strategies and reading comprehension. the subject of this study is the sixth semester students of english education study program bengkulu university in the academic year of 2018 / 2019, which the total number are 78 students consist of two classes. they are 6 a and 6 b class. in english education study program of bengkulu university there are two research instruments in this research. they are questionnaire and reading comprehension test. questionnaire was used to obtain the information about students„ reading strategies, survey of reading strategies questionnaire for adolescent and adult by mohktari and sheorey (2002) was distributed before the reading test. there would be 30 items in the questionnaire consisting of 3 items for each group of reading strategies.(1) global reading strategies, (2) problemsolving reading strategies and (3) support reading strategies.each item of the questionnaire has 5-point likert scale to which the students respond in about 15 minutes and reading comprehension test was used to find out the students„ reading comprehension achievement. the researcher used reading test. the purpose of this test is to pinpoint strength and weaknesses students„ reading comprehension. the test will be taken from the toefl. findings and discussion the result of reading strategies used the data statistic analysis of sors for the participant is shown in table 1. the maximum score was 128, and the lowest score was 62. the range of sors score in this study was 62 to 128. the mean of the reading strategies use„ scores for the participants was 103,52 and the standard deviation was 12,804. as for the subcategories, the mean of global reading strategies score was 64,77 and the standard deviation was 23,403; the mean of problem solving strategies score was 29,28 and the standard deviation 127 was 3,748; and the mean score of support reading strategies score was 28,46 and the standard deviation was 5,269. table 1. data statistics of overall reading strategies use and subcategories reading strategies global reading strategies problem solving strategies support reading strategies n valid 78 78 78 78 missing 0 0 0 0 mean 103,32 64,77 29,28 28,46 std. deviation 12,804 23,403 3,748 5,269 minimum 62 30 14 16 maximum 128 103 36 39 sum 8059 5052 2284 2220 there are 30 questionnaires which the researcher analyzed, the researcher also analyzed 50 students„ reading comprehension test.the result of data statistics of reading comprehension test can be seen below. table 2.data statistics of toefl reading comprehension n valid 78 missing 0 mean 54,31 std. deviation 11,631 lowest 28 highest 80 sum 4236 based on the data statistics, the lowest score of reading comprehension test was 28, and the highest score was 80. meanwhile, the mean score of reading comprehension test was 54,31. this mean score indicated that the reading comprehension of the sixth semester in english education study program ofbengkulu university was in the average category. the result score were divided 128 into scoring classification. the findings showed that there are 60 students got very poor with percentage 77%, 11 students got poor with percentage 14%, 5 students got average score with percentage 6% and 2 students got good score with percentage 3% classification. it concluded that the results of students reading comprehension test failed.the results from the pearson„s product moment correlation coefficient between the sors scores and the reading comprehension achievement scores are shown in table 10. the result of correlation analysis revealed that the correlation coefficient or the r(0,033) was lower than r-table (0,22). then, the level of probability (p) significance (sig.2-tailed was .776. it means that p (.776) was higher than .05. thus, there was no significant correlation between the students„ reading strategies use and their reading achievement. table 3. correlation between reading strategies use and reading comprehension achievement reading comprehension test reading strategies reading comprehension achievement pearson correlation 1 ,033 sig. (2-tailed) ,776 n 78 78 reading strategies pearson correlation ,033 1 sig. (2-tailed) ,776 n 78 78 on the table above from the 78 respondents the mean of the reading strategies use„ scores for the participants was 103,52 and the mean score of reading comprehension test was 54,31. the correlation between two variables, the score of rcount (0.033)< rtable (0.22) . this result shows that there is no significant correlation between the score of the test and the reading strategies. however, it can be seen from the table of the correlation strength level, the table show a correlation between the test scores and the reading strategies even though the 129 relationship between two variables is very weak. it means that the null hypoteses (h0) was accepted and the alternative hypoteses (ha) was rejected. thus, the test score and reading strategies show a very weak correlation, so there is no significant correlation between two variables. the result of the research showed that the correlation between the varriables is very weak category, therefore it is needed to have ways to strength the correlation among them and also to minimize the effect of factors to reading achivement. the researcher assumes that the teacher should introduce and train the students about reading learning strategy to the students and guide the students to choose an appropriate strategies in learning reading comprehension successfully. english teachers should cultivate and raise their awareness of language learning strategies. there are some factors which made the result did not significant. the factors are the toefl instrumen too high for the students test so the students could not answers the test very well, in other side based on tika sary‟s result found there is significant because her toefl instrument created according students ability. so this factors which made our result are different. the result of this study was different to tika sari (2017) the purpose of the study was to find out reading strategies significantly influence reading comprehension. the result showed that students reading strategies use had significant influence to the students‟ reading comprehension (33,9%). the total contribution students reading strategies and their reading comprehension achivement showed significant correlated and influenced. furthermore, the factors .that make this research difference from tika sari have are she used senior high school student with total 50 people and the test tika sari used equal with the level of her subject, the reason for this because tika sari already done the survey on the student beforehand and collaborate with the teacher from the school. tika sari take the score based on standar score of the school. the result of this study was similar to tobing (2013). the similarity could be because she also analyzed the participans‟ used of the three reading strategiy categories. the catagories of reading strategies were :global reading strategies ,problem solving strategies and support reading strategies. the result showed that 130 the categories of reading strategies were not significantly related to reading comprehension. the used of reading strategies had a non-significant relationship with reading comprehension. it means that the usage of strategies by the students did not increase their reading comprehension significantly. this may be caused by the low understanding of students regarding the strategies in reading. this led to the usage of strategies ineffectively. it seems that most of the students were not familiar to the strategies in reading. this statement is supported by (trabasso and bouchard, 2002, p. 186) “more understanding of strategies is needed; becomes a strategic call to coordinate individual strategies. this coordinating involves altering, adjusting, modifying, testing, and shifting tactics as is fitting, until a reading comprehension problem is solved.” conclusions after the research was conducted the sixth semester in english education study program ofbengkulu university, the major findings are summarized as follows. according to the result of the reading strategies (sors), the participants most frequently used problem solving strategies (prob) and the least frequently used reading strategies are support reading strategies and global reading strategies. then, result of reading test indicated that their reading achievement was in very poor category since 77% of participans got score <60. based on the result of pearson product moment correlations, it was found that the correlation of the students„ reading strategies and their reading achievement was not significant . it means that the usage of strategies by the students did not increase their reading comprehension significantly. this may be caused by the low understanding of students regarding the strategies in reading. this led to the usage of strategies ineffectively. it seems that most of the students were not familiar to the strategies in reading. this statement is supported by (trabasso and bouchard, 2002, p. 186) “more understanding of strategies is needed; becomes a strategic call to coordinate individual strategies. this coordinating involves altering, adjusting, modifying, testing, and shifting tactics as is fitting, until a reading comprehension problem is solved.” 131 based on the conclusion drawn, the following suggesstions have been made. 1. for english teacher this research is expected to giving about how importance of the reading strategies used, so that the teacher should introduce and train the students about reading strategies to the students and guide the students to choose an appropriate strategies in learning reading successfully. 2. for students there are several recommendations for students in relation to this study. students are suggested to read a lot and using all reading strategies, in order to improve their reading comprehension achievement. it is advised to them to practice their reading strategies more often in order to know which reading strategies they may lack and should be improved. 3. for the future researcher this study is expected to be useful as a reference for future studies with similar problems or variables. the findings of this study were difficult to generalize because of a small number of samples. therefore, it is recommended for future researchers to examine larger samples. references anderson, n.j. (2004). metacognitive reading strategy awareness of esl and efl learners. the catesol journal, pp.11-27. chen, c. l. (2008). the relationship between foreign language anxiety and english achievement of taiwan‘s junior high school students in school level 8 and 9 (master thesis, tunghai university, taiwan). cresswell, j. w. (2005). educational research: planning, conducting, and evaluating qualitative and quantitative research. upper saddle river, nj: pearson merrill prentice hall. kuru-gonen, i. (2015). the relationship between fl reading strategies and fl reading proficiency: a study on turkish efl learners. academic journals. 2924-2936. 132 mokhtari, k., & sheorey, r. (2002). measuring esl students' awareness of reading strategies. journal of developmental education, pp.2-10. othman, m., & zare, p. (2013). the relationship between reading comprehensionand reading strategy use among malaysian esl learners. instructional journal of humanities and social science, 3(13),187-193. patel. m.f & jain.praveen m (2008). english language teaching. valshali nagar. near akashwani colony: jalpur. rokhsari, s. (2012). an investigation of reading strategies used by iranian efl intermediate readers. journal of academic and applied studies, 2(8) & 2(9),1-21. sari, t. (2017). the correlation between reading strategies and reading comprehension achievement of the eleventh grade students of sma muhammadiyah 6 palembang. university islam indonesia tobing, i.r.a, (2013). the relationship of reading strategies and self-efficacy with the reading comprehension of high school students in indonesiaschool of the university of kansas trabasso, t. & bouchard, e (2002). teaching readers how to comprehend text strategically. in block, c.c. and pressley, m. (eds.) comprehension instruction, research-based best practices. new york, ny: guildford press zare, p. & nooreen, n, (2011). the relationship between language learning strategy use and reading comprehension achievement among iranian undergraduate efl learners. world applied sciences journal 13 (8): 18701877 https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 february 2019, vol. 3 no. 1 english education program faculty of teacher training and education galuh university 45 received: accepted: published: december 2018 january 2019 february 2019 an analysis of ideational meaning realized on recount texts in english textbook for senior high scholl grade x eros cahyati eroscahyatii@gmail.com abstract this research is aimed at analyzing the ideational meaning realized on recount texts in english textbook for senior high school grade x. the objectives of this study are to describe the dominant processes and circumtances realized on realized on recount texts in english textbook. the researcher employed qualitative descriptive as the research design. the data were taken and collected through a documents collection. the documents were collected from english textbook for senior high school students year x (revised 2017). this book was written by utami widiati, zuliati rohmah, and furaidah and was published by pusat kurikulum and perbukuan, balitbang, kemendikbud (2017). there were 4 recount texts that analyzed and identified. the researcher used transitivity analysis as tool to analyzes recount texts. the results of data analysis showed that the dominant processes found on recount texts is material processes. it occurred 90 times (51.8%) in the textbook and it refers to process of construing material of action and doing. meanwhile, the dominant circumtances found on recount texts is circumtances of time. it is occurred 40 times (44.4%) and it refers to answer question such as “when?” and also to give information about times. finally, this research is recommended for the students of english education program who want to improve their understanding about sfl especially in ideational meaning. keywords: ideational meaning, recount texts, textbook introduction as language teachers, we often use textbooks as a tool for teaching and learning. based on richards (2015, p. 1) stated that textbooks are key component in most language programs. moreover, sugiarto, b.,et.al (2015) state that the essential constituents in the process of teaching and learning english are the textbooks that are often used by english teachers. therefore, textbooks can 46 work primarily to supplement teacher instruction. for learners, the textbook can be a source of learning with language other than input given by the teacher. this research encourages to do research on systemic functional linguistics (sfl) realized on recount texts in english textbook. sfl itself is a renewal of traditional and formal grammar, which focuses language as a source to produce meaning (gerot & wignell, 1994, p. 6). this study present one system of analysis is ideational meaning. this system helps in analyzing a text and other types of text in order to see how it produces and produces meaning. ideational meaning realized through transitivity analysis. ideational meaning is meaning about experience and representation. (gerot & wignell, 1994, p.11 ) said that “ideational meanings are meanings about phenomena–aboutthings (living andnonliving, abstract and concrete), about goings on (what the things are or do) and the circumstances surrounding these happenings and doings.” these meanings are realised in wordings through participants, processes and circumstances. sfl is very useful for contribution in the field of teaching, especially on language teaching. it can be used for preparation of a lesson plan or material selection. sfl can increase the creativity the teacher for learning process, in addition, sfl can also encourage the children to critical thinking and analytical on reading passage. so, the children can be trained slowly how to analyze the relationship, meaning, content, and purpose of the texts or contexts. systemic functional linguistics (sfl) sfl is the study of language. according to bloor & bloor (2004) systemic functional linguistics (sfl) is a living and developing field, which broadens and deepens our understanding of the way human language works. sfl analysis divided into three simultaneous meanings (ideational, interpersonal, and textual) called metafunction which are expressed in clause structure, the ideational as (experience and representation), the interpersonal as (interaction and relationship), and the textual as (message). according to gerot & wignell (1994) ideational meaning is the meaning of phenomena about things, about goings on (what the things are or do) and the circumstances surrounding happenings and doings. meanwhile, halliday & mattiessen (1994) stated that ideational meaning is a clause expressing the 47 meaning of a sentence. these meanings are realised in wordings through transitivity which are participants, processes and circumstances. based on gerot & wignell (1994) interpersonal meaning is a meaning that expresses attitudes and judgments of speakers. meanings are realized in wordings through mood and modality. gerot & wignell (1994) stated that textual meanings is express language relationships with their environment, including the verbal environment what has been said or non-verbal. these meanings are realised through patterns of theme and rheme. ideational meaning ideational meaning is kind of sfl. gerot & wignell (1994) said that ideational meaining is an analysis that examines ongoing activities and the circumstances surrounding happenings and doings. meanwhile, halliday & mattiessen (1994) stated that ideational meaning is a clause expressing the meaning of a sentence. these meanings are realized in wordings through participants, processes and circumstances. based on the above explanations the researcher concludes that ideational meaning enable us to represent what is going on in the world, to talk about our experience, knowledge and ideas. according to gerot & wignell (1994) ideational meaning realized through transitivity system. transitivity system consists of three elements namely participant, processes, and circumstances. participants are specific names and represent an individual. processes or predicative refers to verbs contained in text both material, mental, verbal, behavioral, relational and existential processes. meanwhile, circumstances are descriptions of places, times, ways and others that can be put at the beginning, middle or end of the sentence. transitivity system based on gerot & wignell (1994) processes are central to transitivity. in addition, hadiyati, n., said, i., & sugiarto, b. (2018) state that transitivity interprets events that occur based on the process. processes are about the doings, happenings, feelings and beings. according to gerot & wignell (1994, p. 39-61) there are three semantic categories such as processes, circumtances and participant. participants are specific names and represent an individual. processes or predicative refers to verbs contained in text both material, mental, verbal, behavioral, relational and existential processes. meanwhile, circumstances are descriptions of places, times, ways and others that can be put at the beginning, 48 middle or end of the sentence. there are indeed seven different process types identified by halliday. first, material processes are the process of doing or action material. clauses with a material process have an act (process) and a principal (participant). second, mental processes is what we are feels, feeling, thinking, perceiving. there are three types: affective or reactive (feeling), cognitive (thinking) and perceptive (perceiving through the five senses). third, behavioural processes are physiological and psychological, such as breathing, dreaming, snoring, smiling, hiccuping, seeing, watching, listening, and contemplating. forth, verbal processes are the process of saying, or rather, symbolically signaling. fifth, relational processes involves a state of being (include have). sixth, existential processes are processes of existence. seventh, meteorological processes is process to tell about weather. circumstances answer such questions as when, where, why, how, how many and as what. they are realise meanings about time, place, manner, cause, accompaniment, matter and role. first, circumtances of time is to inform about time and to answer question when?. second, circumtances of place. based on gerot & wignell it is to inform the location and to answer the questions where?. third, circumtances of manner. gerot & wignell (1994) said that circumtances of manner refers to several sub-categories, such as means, quality and comparison. forth, circumtances of cause is to inform the reason and to answer question why?. there are three kinds of circumtances cause which are reason, purpose and behalf. fifth, circumtances of accompaniment is to give the information “with who”, the usual preposition used in accompaniment is „with‟, „without‟, „besides‟, and „instead of‟. sixth, circumtances of matter is to inform “about what” or “with reference to what”, the preposition phrase commonly used in circumstance is a preposition-like phrase „about‟, „concerning‟, „with reference‟. seventh, circumtances of role is to answer questions „as what?‟, commonly used in the role are „as’, ‘like and ‘by way of’. method this research is aimed at analyzing the ideational meaning realized on recount texts in english textbook for senior high school grade x. the objectives of this study are to describe the dominant processes and circumtances realized on recount texts in english textbook. the researcher employed qualitative descriptive 49 as the research design. the data were taken and collected through a documents collection. the documents were collected from english textbook for senior high school students year x (revised 2017). this book was written by widiati, rohmah, and furaidah and was published by pusat kurikulum and perbukuan, balitbang, kemendikbud (2017). there were 4 recount texts that analyzed and identified. the researcher used transitivity analysis as tool to analyze recount texts. in this research, the researcher analyze the ideational meaning through transitivity as the one proposed by gerot & wignell (1994) on recounts texts from 10th grade efl textbook. analyzing the data consist of two steps. firstly, the texts divided into clauses or sentences and then identifying the transitivity system. secondly, to find out the dominant processes and circumtances, the researcher calculated the process of transitivity which found in english textbook, as follows: findings and discussion the data of recount texts were taken and collected through a documents collection. the documents collected from english textbook for senior high school students year x (revised 2017). this book was written by widiati, rohmah, and furaidah and was published by pusat kurikulum and perbukuan, balitbang, kemendikbud (2017). the texts comprised 172 clauses were analyzed by the researcher. according to gerot & wignell (1994) processes are central to transitivity. processes are about the doings, happenings, feelings and beings. processes or predicative refers to verbs contained in text both material, mental, verbal, behavioral, relational and existential processes. there are 174 clauses were analyzed in this research. the characterized processes are material, behavioural, mental, verbal, relational and existential. material process is the dominant processes found in recount texts occurs 90 times (51.8%) in the textbook and it refers to process of construing material of action and doing. it is similar with the result of eggins analysis, according to eggins (2004) the dominant processes is indicates that texts are centrally concerned with actions and events and the participants who carry them out. mental process occurs 6 times (3.4%). it refers to process of thinking, knowing, liking, wanting, and perceiving. verbal process occurs 12 times (6.9%) which refers to the process of construing something said by its participant. relational process occurs 60 times (34.5%) and it construes relationships of 50 description. existential process has the lowest frequency of occurrence and it only occurs 3 times (1.7%) in recount texts and it refers to process of existing. behavioral process occurs 3 times (1.7%) in recount texts. meteorogical process has the lowest frequency of occurrence because there is no meteorogical processes who appear in recount tetxs. the circumtances of transitivity there are 90 circumstances found in this research. gerot & wignell stated that circumstances is to answer questions as when, where, why, how, how many and as what. there are seven kinds of circumstances, there are circumstances of time, place, manner, cause, accompaniment, matter and role. the result of circumstantial elements of transitivity analysis characterized in recount texts can be seen in the table : circumtances of time is the dominant circumtances found in recount texts occurs 40 times (44.4%) and it refers to answer question such as “when?” and also to give information about times. it is similar with rizqiya, based on rizqiya (2014) this indicates informational addition is the circumtances of time, with that information the reader know the times of the texts. moreover, circumtances of place found in recount texts occurs 29 times (32.2%) and it refers to inform the location or anwer question such as “where?”. circumtances of means in manner found in recount texts occurs 5 times and it refers to tells by what means and to answer questions such as “what with?”. circumtances of quality and comparison there are not found in recount texts. circumtances of reason found in recount texts occurs 5 times (%) and it refers to tells what causes the process and to answer question such as “why?” or “how?”. circumtances of purpose are found in recount texts 1 time (1.1%) and it referes to tells the purpose and to answer question such as “what for?”. circumtances of behalf there is no found in recount texts. circumtances accompaniment are found in recount texts 7 times (7.8%) and it refers to tells with who or what and to answer question such as “who?” or “what else?”. circumtances of matter are fount in recount texts accurs 2 times (2.2%) and it refers to tells about what or with reference to what to answer question such as “what about?”. circumtances of role found in recount texts 1 time (1.1%) and it refers to tells what as and to answer question “as what?”. the complete analysis of the circumstances on recount texts, as follows: 51 the findings of the research is to explore the purpose of the research, which are to find out the dominant processes and circumtances realized on recount texts in english textbook.this research has made an analysis of ideational meaning through transitivity, which is mostly under the impact of gerot & wignell„s perspective. furthermore, the researcher argues that there are some differences and similarities between the previous research and the present research. firstly, the study conducted by jati (2016) entitled “functional analysis of narrative texts in elementary school textbook fly with english". the results shows that she found the dominant processes is material processes, it occured 38 times. in present research also the dominant processes is material processes, it occured 89 times. therefore, the dominant circumtances of previous study is circumtances of location. it is different with present research, the dominant circumtances is circumtances of time. secondly, the study conducted by anggun (2016) entitled “an analysis f descriptive text in english textbook using transitivity system (a case study of reading passages).” the results shows that she found the dominant processes is relational processes, it occured 63 times. different with present research, in present research the dominant processes is material processes, it occured 89 times and also the previous study did not percetage the circumtances of transitivity. in present research, the researcher used percentage of circumtances. thirdly, the study conducted by salsabil (2014) entitled “a transitivity analysis of english texts in bahasa inggris when english rings the bell.” this study investigated process types, participant functions, and circumstantial elements of transitivity analysis. the results shows that she found the dominant processes is relational processes, it is occured 305 times. different with present research, in present research the dominant processes is material processes, it is occured 247 times. moreover, the dominant circumtances of previous study is circumtances of location. it is different with present research, the dominant circumtances is circumtances of time. according to some previous studies highlighted above, the researcher can concluded that there are similarities concerning the research done by the researcher. first, they employed sfl with focus in ideational meaning through 52 transitivity. second, the discourse taken from textbook and the differences is from the results of dominant processes and circumtances. consclusions based on the result of analysis, material process is the dominant processes found in recount texts occurred 90 times (51.8%) in the textbook and it refers to process of construing material of action and doing. moreover, circumtances of time is the dominant circumtances found in recount texts occurred 40 times (44.4%) and it refers to answer question such as “when?” and also to give information about times. it is similar with rizqiya, based on rizqiya (2014) this indicates informational this study only focus on transitivity which related to metafunctions of ideational meaning. according to gerot & wignell (1994), there are three kinds of metafunctions which are ideational, interpersonal and textual meanings. the researcher suggests for other researchers. it is better to conduct all analysis system on sfl, such as ideational, interpersonal, and textual meanings on reading passage. so, we will know all the meanings of system on sfl. the ideational as (experience and representation), the interpersonal as (interaction and relationship) and the textual as (message). this study only focus on ideational meaning through transitivity system. the researcher suggests for other researchers. it is better to conduct all analysis system on sfl, such as ideational, interpersonal, and textual meanings in reading passage. so, we will know all the meanings of system on sfl. the ideational as (experience and representation), the interpersonal as (interaction and relationship) and the textual as (message). references anderson, m., & anderson, k. (1997). text types in english (vol. 2). macmillan education au. anggun, s. k. (2016). an analysis of descriptive text in english textbook using transitivity system (a case study of reading passages). journal of english and education, 4(1), 147-158. azhar, s. (2015). analysis of generic structure of recount text: the study of fourth semester students of stain salatiga. bloor, t., & bloor, m. (2013). the functional analysis of english. routledge. 53 cresswell, j. (2014). research design: qualitative, quantitative, and mixed methods approaches. eggins, s. (2004). introduction to systemic functional linguistics. a&c black. fraenkel, j. r., wallen, n. e., & hyun, h. h. (1993). how to design and evaluate research in education (vol. 7). new york: mcgraw-hill. gerot, l., & wignell, p. (1994). making sense of functional grammar: an introductory workbook. queensland: antipodean educational enterprises. graves, k., & xu, s. (2000). designing language courses: a guide for teachers (no. 428 g7.). boston, ma: heinle & heinle. hadiyati, n., said, i., & sugiarto, b. (2018). a transitivity analysis of male and female students‟ final draft of critical responses paragraph to literature. jall (journal of applied linguistics and literacy), 2(2), 113-124. halliday, m a k. (1994). an introduction to functional grammar. st martins press. inc : new york. halliday, m. a. k., & mathessien, c, m. i. m. (2004). an introduction to functional grammar (3 rd ed). london: arnold. halliday, m. a. k., matthiessen, c., & halliday, m. (2014). an introduction to functional grammar. routledge. jati, a., laila, m., & hum, m. (2017). functional analysis of narrative texts in elementary school textbook fly with english (doctoral dissertation, universitas muhammadiyah surakarta). richards, j. c. (2001). the role of textbooks in a language program. retrieved november, 12(2), 2008. rizqiya, r. s. (2014). analysis of male and female students' reflective journals using systemis functional linguistics. salsabil, s. (2014). a transitivity analysis of english texts in bahasa inggris when english rings the bell. unpublished thesis dissertation. uny. senjawati, d. (2016). transitivity analysis of tenth grade students‟recount texts. journal of english and education, 4(1), 1-22. sugiarto, b., sofwan, a., & sutopo, d. (2015). mood realization of the learning activities in the grade vii english textbook published by the ministry of education and culture. english education journal, 5(1). widiati, u., rohmah, z., & furaidah, f. (2017). buku guru sma kelas x: bahasa inggris. jakarta: pusat kurikulum dan perbukuan, balitbang, kemendikbud. https://jurnal.unigal.ac.id/index.php/jall/index https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 received accepted published december 2019 january 2020 february 2020 the role of blended learning in enhancing students’ writing paragraph dodi mulyadi dodi@unimus.ac.id english department, universitas muhammadiyah semarang, jawa tengah, indonesia testiana deni wijayatiningsih testiana@unimus.ac.id english department, universitas muhammadiyah semarang, jawa tengah, indonesia abstract the use of efficient and appropriate learning media-based learning is needed at all levels of education. in english language teaching (elt) at the university level, the use of media can help to improve paragraph writing. the objective of this study was to determine the effect of blended learning on improving learning outcomes of efl university students' writing paragraphs in english. this quasi-experimental research entailed non-parametric statistical analysis. the results indicated a statistically significant improvement after getting treatment of blended learning. the average pretest score was 65.9 and the average posttest score was (86.6) which means higher than the pre-test. these results also indicated that the blended learning model stimulated students to explore more ideas in writing activities. in addition, the results of the questionnaire showed that 85% of students were enthusiastic and enjoyed the learning process. since the dearth of the research sample, further research has to be conducted in a broad research sample to be a more generalizable pedagogical implication. keywords: blended learning, writing, paragraph. introduction the language learning process has been altered by the rapid development of information communication technology (ict). the language learning objectives, especially english, can be achieved by students easily through useful and innovative learning resources and activities (wichadee, 2017). nowadays, educators encounter the utilization of ict to invent effective pedagogical methods that enable students to engage the teaching and learning process enthusiastically (mahmud, 2018). one of the teaching methods that employ ict in learning the english language is blended learning that integrates online and technological learning with face-to-face learning. to date, jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 14 blended learning is commonly adopted in multifarious academic frameworks (tananuraksakul, 2016). mastering the english language adheres to the acquisition of language skills that encompasses listening, speaking, reading, and writing skills. the manifestation of language skills is most recently mastered by language students (iskandarwassid & sunendar, 2015). compared with three other language skills, writing ability is the most difficult language to master because the ability to write requires a mastery of various linguistic elements. writing is one of the language skills that someone uses to communicate indirectly and not face to face with other people. writing is a productive and expressive activity. through practice and a lot of practice and regularly causes writing skills to be mastered well (tarigan, 2008). writing skills are not obtained directly, but they need a recursive process as a part of continuous learning. writing is a language skill that uses a variety of written languages. writing is an inseparable part of a learning process experienced by students during their studies at school. writing requires skills because it requires ongoing practice. learning writing skills for students also requires a lot of writing practice. the learning process of writing skills mentioned above also occurs in s1 english language education students at universitas muhammadiyah semarang who have a lack of writing experience, enthusiasm, and motivation to improve their learning outcomes. accordingly, the present study focused on finding out whether the effect of blended learning in improving learning outcomes in writing paragraphs in english can be effective or not. blended learning (bl) the blended learning model has become a trend in learning, especially in higher education. in general, blended learning has three meanings, among others: 1) fusion/integration of traditional learning with an on-line web-based approach; 2) a combination of media and equipment (e.g. textbooks) used in the e-learning environment, and 3) a combination of a number of teaching-learning approaches regardless of the technology used. the blended learning model is a combination of two learning environments. on the one hand, there is face-to-face learning in traditional environments, on the other side of a distributed learning environment that begins to grow and develop in exponential ways as new technologies are likely to be extended to the distribution of communication and interaction. to wit, blended learning is jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 15 considered as the integration of face-to-face learning and learning methods with an online approach (lee & hung, 2015). to date, there has been no determination about a single definition for blended learning. in addition, the terms "blended," "hybrid," and "mixed-mode" are used interchangeably in the latest research literature. the preferred term at penn state in the above learning is "blended." the use of blended learning models is a new way for both teaching and learning in a basic education environment. three main reasons why blended learning is chosen include: 1) improving learning material; 2) increasing access/flexibility, and 3) increasing cost-effectiveness. three reasons for choosing the blended learning model in mastering the english language. it contributes to the development and support of interactive strategies not only in face-to-face teaching but also in distance education. it also offers more information to students and facilitates faster feedback in classroom interaction between teachers and students. in addition, it prompts access to learning sources as one of the key influencing factors in the growth of the learning environment. students can access the material at any time and anywhere (li, 2013). thus, the blended learning model allows them after completing their work, family and other social commitments to start learning. the program of the blended learning model includes several forms of learning tools, such as collaboration software, online web-based programs, and electronics that support performance systems in the task of learning environments, and system management knowledge. writing writing is one form of basic expertise that complements the other three language skills. yunus (2012)) argues that the process of communicating indirectly between the writer and the reader is called writing. writing is a process where the products produced by an author are produced through recursive stages. these stages begin from the stage of acquiring ideas, processing ideas to the stage of producing ideas. the statement is in accordance with the opinion of tarigan (2008) that writing is one of the language skills used by someone to communicate indirectly, not face to face with other people. writing is a productive and expressive skill. writing skill is not obtained directly but through a lot of practice and reiteration. furthermore, susanto (2015) explained that writing activities refer to a person's activities place something in a dimension of space that is still empty, after that the results in the form of writing can be read and understood the contents. taufikurohman, i. (2018) said that writing is a way of learning that we have to jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 16 produce words, phrase, sentences, and paragraph at the same time. accordingly, it can be concluded that writing is an activity that includes continuous and recursive stages having to do with creating products in the form of writing that can be understood and read well by readers in general. paragraph paragraphs are two sentences or more semantically and syntactically to build a unit of language which is a whole unit. semantically, it means that in a paragraph there is one main idea equipped with additional information about the main idea. syntactically, in a paragraph, there is a main sentence that contains the main or main idea, plus several other sentences that contain additional information about the main idea (chaer, 2011). in short, a paragraph is a basic unit in creating a coherent and continuous whole discourse. considering the lack of writing ability, motivation, and enthusiasm of the second semester english department students at universitas muhammadiyah semarang. the main objective of this study was to determine the effect of blended learning in improving learning outcomes and their motivation in writing paragraphs in english. method this research was conducted in the second semester of undergraduate students of english language education of a private university in semarang, indonesia. this study involved an intact group (n=14) since the english language study program only has one class each year. the research was carried out in 4 months. in addition, secondsemester students still have low motivation in creating creative ideas which are expressed in simple sentences. writing tests and questionnaires were administered. writing tests included pre-tests and posttests completed with their rubrics. meanwhile, the questionnaire was intended to find out students’ responses or opinions on the results of writing learning with blended learning. this quasi-experimental study (quasi-experiment) aims to determine the differences in student learning outcomes in the class that used blended learning to increase the skills of writing paragraphs. the process of treatments encompassed recursive stages comprising 7 meetings that included face to face learning and 7 meetings pertained with online learning activities employing web 2.0 facilities using facebook, instagram, whatsapp and hangout applications. this research used a single group pre-test post-test design. the design of the initial test-final test in a single group jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 17 did not have a control class and students were given an initial test before treatment instructions so that there were two tests; o1 is the initial test, and o2 is post-test, x is used as a symbol of treatment in the design. this study used data analysis methods, namely nonparametric statistical analysis. nonparametric statistics is a test that does not specify the existence of certain conditions. in addition, nonparametric statistics were used for small samples as in this study. the mann-whitney test is one of the tests in nonparametric statistics that are used to compare responses between two groups of interconnected data. the present study analyzed how the results of the significant differences between student learning outcomes using conventional lecture techniques compared with blended learning techniques. the analysis process used in the present study employed spss 21 software. findings and discussion the wilcoxon signed ranks test reveals that sig = 0.001 <α = 0.05 which means the average pre-test scores were 65.9% with grade d, meanwhile the results of the post-test mean scores after getting the blended learning model increased to 86.6% with grade b as manifested in figure 1. 90 80 70 60 50 40 30 20 10 0 figure 1. the differences between students’ pre test and post test scores of writing achievement (%) hence, it can be deduced that the utilization of the blended learning model has influenced on 14 students’ writing performances. it is in line with ferriman's (2013) study and wijayatiningsih's (2018) one that the writing activities by using an online jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 18 bulletin board as part of a blended learning environment affected the students’ writing performance in small class size. the present study also criticizes the research conducted by rajabi & hashemian (2015) that found the online writing activities in blended learning had the time-consuming to gather data and was not engaged by some learners. thus, it argues the blended learning is an effective way to teach a writing class in enhancing students’ writing performance. questionnaire results the application of blended learning can be seen from the increasing ability to write skill which is taken from the questionnaire. the questionnaires were distributed to 14 students. the form of the questionnaire is an open questionnaire which concludes that the blended learning model can help students to create diverse writing ideas and can produce systematic writing. this can be seen from the results of the questionnaire distributed to students obtaining an average of 85%. these results are higher than the 75% basic indicator. if they have difficulty in writing paragraphs, they feel easier after they learn to write with the blended learning model. students also enjoy learning that is carried out when they learn face to face and online learning through their respective blogs that are interrelated with each other. they tend to be pleasant to write a paragraph in online media such as blogs, what apps, and facebook with various types of essay models. this finding concurs with wijayatiningsih's (2018) study that efl learners enthusiastically engaged in writing class by utilizing blended learning. conclusion in conclusion, the application of blended learning in teaching writing accomplished significantly on students’ writing performance after comparing the pretest results with posttest results. in a similar vein, the present model also enables students to prompt in building diverse writing ideas. to wit, the results of the questionnaire distributed to students obtained an average of 85% that is higher than the 75% as a basic indicator. therefore, the activity of students in learning to write paragraphs has increased after the implementation of the blended learning model. since the dearth of the research sample, further research has to be conducted in a broad research sample to be a more generalizable pedagogical implication. references chaer, a. (2011). ragam bahasa ilmiah. jakarta: rineka cipta. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 19 ferriman, n. (2013). the impact of blended e-learning on undergraduate academic essay writing in english (l2). computers & education, 60, 243–253. https://doi.org/10.1016/j.compedu.2012.07.008 iskandarwassid, i., & sunendar, d. (2015). strategi pembelajaran bahasa. bandung: remaja rosda karya. lee, l. t., & hung, j. c. (2015). effects of blended e-learning: a case study in higher education tax learning setting. human-centric computing and information sciences, 5(1), 1–15. https://doi.org/10.1186/s13673-015-0024-3 li, k. c. (2013). encountering pedagogical challenges: a case of three pilot blended learning courses. international journal of innovation and learning, 13(2), 153. https://doi.org/10.1504/ijil.2013.052285 mahmud, m. m. (2018). technology and language – what works and what does not : the journal of asia tefl, 15(2), 365–382. rajabi, b., & hashemian, m. (2015). a comparative study of the effectiveness of two methods of teaching resumptive pronouns in writing: tblt and blended learning. english language teaching, 8(9), 196–202. https://doi.org/10.5539/elt.v8n9p196 susanto, a. (2015). teori belajar dan pembelajaran di sekolah dasar. jakarta: prenadamedia. tananuraksakul, n. (2016). blended e-learning as a requirement for teaching efl in a thai academic context. teaching english with technology, 16(4), 48–55. https://doi.org/10.1016/s0021-9797(02)00170-4 tarigan, h. g. (2008). menulis sebagai suatu keterampilan berbahasa. bandung: angkasa. taufikurohman, i. (2018). the effectiveness of using padlet in teaching writing descriptive text. jall (journal of applied linguistics and literacy), 2(2), 71-88. wichadee, s. (2017). a development of the blended learning model using edmodo for maximizing students’ oral proficiency and motivation. international journal of emerging technologies in learning, 12(2), 137– 154. https://doi.org/10.3991/ijet.v12i02.6324 wijayatiningsih, t. d. (2018). blended learning fostering students’ writing. in the 6th eltlt (pp. 1–12). semarang: universitas negeri semarang. yunus, a. (2012). pembelajaran bahasa berbasis pendidikan karakter. bandung: refika aditima. https://doi.org/10.1016/j.compedu.2012.07.008 https://doi.org/10.5539/elt.v8n9p196 https://doi.org/10.3991/ijet.v12i02.6324 54 https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 february 2019, vol. 3 no. 1 english education program faculty of teacher training and education received: accepted: published: december 2018 january 2019 february 2019 students’ background towards learning english out of classroom setting luthfiyatun thoyyibah luthfiyatun20@gmail.com galuh university abstract there have been many facts showed that senior high school students in indonesia faced some problems in learning english at school. because of that, students try to seek a solution which offered outside the class, commonly known as independent language learning. because there are limited studies elaborated activity of learning english out of school context, thus this paper aims to explore what kind of activity that the senior high school students choose for learning english out of the school context. this study employed qualitative descriptive study. data were drawn from questionnaires that were disseminated to 40 students of state and private senior high schools, in order to respond with their own views. based on the findings of this study, activity of learning english that mostly conducted by students from state school is attending extra course while most of students from private school prefer individual learning. according to the findings, this study recommends the further study of the similar field involving a bigger number of respondents and enrichment of the theory. keywords: state school, private school, independent learning, extra course introduction as we know that indonesia has now implemented the 2013 curriculum after being suspended by the new educational government, it became a big deal because it was just being implemented for one semester or around six months. many teaching components were incomplete, such as guidance book for teachers and students, seminar or any explanation event in implementing the 2013 curriculum for teachers, etc. it affects the https://jurnal.unigal.ac.id/index.php/jall/index mailto:luthfiyatun20@gmail.com 55 teaching english practice in the classroom, unexceptionally for senior high school students. teachers of english in indonesia probably did not get the same impact of this situation because they faced different characters of students. even though they had different characteristics of students, the red thread affected by teachers here is that they had a problem with the curriculum. the problem that teachers of english encountered related to the implementation of 2013 curriculum, then, affects their teaching quality in the classroom. therefore, students did not get the maximum learning outcome. they got confused at learning english in the classroom. as the consequence to that problem, one of the ways to pass the problem, many parents of high school students sent their children to extra course of english to get a better understanding, one at a time they hoped their children to pass the final examination with satisfactory scores. it has been a public secret that learning english in indonesia, where english is placed as foreign language, becomes a big issue for teachers and students. it is often required of having good english for getting a job or even entering the higher level of education since many students have not aware yet to this thing or perhaps they ignore this point (riley, 1997). thus, english is considered to be acquired well. many recent studies have revealed that few of the nation's high school students are gaining the knowledge and skills they need to succeed in college and work. a relatively new research report found an important explanation for this phenomenon: the states do not expect their graduates to take courses that truly reflect the real-world demands of life after high school (cohen, 2004). another problem emerged is from teacher competence. as cited in cohen (2004): “toto blamed his high school english teacher for failing to encourage him. he likened his teacher to a robot. “he said the same sentences every time he entered the classroom,” toto recalled. “open your textbook. read the text. good -those were the words that came out of his mouth.” an english teaching expert said toto's experience was quite common here. “english classes in the country are considered rather boring, certainly they don't inspire a love of the language,” said arief rachman at a seminar held by the indonesian international education foundation (iief) recently. the fact showed a student did not satisfy with the teacher who taught in the classroom. even though the student studies english twice a week in classroom setting, the student does not fall in love with the language. that situation is perhaps quite familiar for students or everyone who experienced that situation when we were at the senior high school. 56 another problem is that the teachers are required to focus on preparing students to pass and get success in the national examinations (lie, 2007). yet, the required attention to the critical analysis toward the materials conveyed in the classroom seems neglected. the choice of activity for learning english could be influenced by students’ school background whether it is public or private school. it can be seen that there are differences between public and private senior high school in indonesia. public schools must accept all students within their jurisdiction with few exceptions. behavior is one of those exceptions, really bad behavior which must be well-documented over time. a private school, on the other hand, accepts any student it wishes according to its academic and other standards. it is not required to give a reason why it has refused to admit anyone. its decision is final (kennedy, 2015). in terms of the number of the students, there is an obvious distinction between public and private school. a class of public school is usually denser than in a private school. according to the aforementioned problems, many factors could help learners in learning a language, it can be by additional activities after school. the term of independent language learning, especially for secondary level or exactly at senior high school level is quite unfamiliar in develop countries like indonesia. independent language learning is related to western context at tertiary educational setting (lamb, 2004). meanwhile, in recent times, it is observable that some pupils in indonesia return from school at night. many of them are usually leave home as early as 6:00am and return home at 18:00gmt. as they hastily leave for school, they will get tell kind of punishment that awaits a person for not attending extra classes (torgbol, 2013). this situation leaves them with virtually no time for house chores and even much time to review their school notes. in one hand, in 2008 in the city that the research is conducted, there were emerging extra courses to facilitate students’ obstacles in learning, included english. moreover, english is the obligatory subject and also tested in the final examination that the students have to pass the minimum score. on the other hand, independent learning is something related to tertiary level and with western context. but there is evidence about the rise of a number of successful independent learning, especially for english, by students in asian various contexts like in hong kong. (spart et al. , 2002 cited in lamb, 2004). considering problems above and as a contribution towards what kind of activity in learning english outside the classroom conducted by senior high students, it is seemed beneficial to investigate thoroughly the experience of higher secondary students as they 57 interpreted the success of learning english language. the very basic level of this study relates with how students define success of learning english. method the emphasis of this study was to explore learners’ choice of activity or ways in learning english outside their school based on their school background. this study employed a qualitative descriptive study. a survey design provides a quantitative description of a population by studying a sample of that population, to generalize about the population (cresswell, 2009, p. 145). this present study was involving 45 students from senior high school on 10th graders in banjar. it is taken from banjar because a number of public schools is dominated. those 45 students were selected randomly on the basis of their willingness involved in this study. i this present study used questionnaire of data collection. this study adapted impartiality on getting data from questionnaire. the practice of impartiality was in place through the process of anonymizing responses to questionnaire (kunnan, 2015). the questionnaires were disseminated to all respondents. the questionnaire is focused on the students’ choice on activity towards their school background. the study was designed to elicit answers to the following questions: 1. what kind of activity that students from public school prefer? 2. what kind of activity that students from private school prefer? the data from questionnaires were collected, categorized and presented in the form of table and chart in order to give a clear description of different kind of activity chosen by the students come from different school background. in calculating the data, this study adopted the chi-square as (hatch & farhady, 1982), in order to calculate the relationship between students’ school background with activity they prefer in learning english outside the school findings and discussion this present study intends to know whether school background, the independent variable, has any relationship to dependent variable, choice of activity of learning english 58 outside the school. after collecting the data, it can be summarized them in the form of table. students’ school background total public school private school 27 18 45 the hypotheses to this study are: ho; there is no relationship between students’ school background and their way of learning english outside the school. ha; there is relationship between students’ school background and their way of learning english outside the school. after disseminating the questionnaire, the observed data can be drawn on table form. observed table public school private school total extra course 25 10 35 individual learning 2 8 10 total 27 18 45 after calculating the expected frequency for each of the four cells, the data can be seen on the form of table below. variable x variable y a b a+b c d c+d a+c b+d expected table x1 x2 y1 42,52 14 y2 4,67 8,10 as can be seen from the expected table, the scores are not the same but the differences are not enough for making the real differences of the groups. by performing the x2 test, it is assumed that the test can answer the difference. the x2 test is done by summarizing the data to show the observed values, the expected values and the differences between them for each cell. after computation of x2, it is found that x2 observed is 0,18. the critical value of x2 with d.f 1 and α = 0,05 is 3,84146. since observed value is not greater than 3,84, it 59 can reject the null hypothesis and conclude that there is no relationship between students’ school background and their way of learning english outside the school. the result of this study is in line with the related study conducted by (cohen, 2004) which referred to the no tendency of students’ school background in attending extra courses. it is also in line with (lamb, 2004) who argued that there are a great number of individual learners which come from various school backgrounds which emerges in asia context. meanwhile, the finding of this study is contrast with the study conducted by (torgbol, 2013) which students of public school tend to join the extra courses because they afraid of punishment from school. conclusions from the results and discussions in the previous session, it can be inferred that the null hypothesis should be accepted. thus, it arrives on the conclusion that there is no relationship between students’ school background and their way of learning english outside the school. students’ different level of achievement and grade should be paid more attention in conducting research concerning the similar field. it is also recommended to enrich the related theories since there is limited study conducted in this area. references cohen, m. (2004). the expectations gap-a 50 state review of high school graduation requirements. retrieved at 31th december2015 from http://www.achieve.org/expectationsgap2004. cresswell, j. w. (2009). research design: qualitative, quantitative and mixed-method approaches. thousand oaks: sage publication,inc. hatch , & farhady. (1982). research design and statistics for applied linguistics. usa: newbury house publishers. kennedy, r. (2015). comparison of private and public schools. retrieved at 3rd january 2016 from http://privateschool.about.com/od/choosingaschool/qt/comparison.htm. kunnan, a. j. (2015). developing indigenous models of english language teaching and assessment. assessing the quality of large-scale assessments: the case for fairness and justice approach. bali: udayana university press. lamb, m. (2004). 'it depends on the students themselves': independent language learning at an indonesian state school language culture and curriculum 17 (3),pp. 229-245 issn 0790-8318. retrieved at 2nd january 2016 from http://eprints.whiterose.ac.uk/1662/1/lambm2.pdf. http://www.achieve.org/expectationsgap2004 http://www.achieve.org/expectationsgap2004 http://privateschool.about.com/od/choosingaschool/qt/comparison.htm http://eprints.whiterose.ac.uk/1662/1/lambm2.pdf http://eprints.whiterose.ac.uk/1662/1/lambm2.pdf 60 riley, r. w. (1997). national center for education statistics. public and private school: how do they differ? washington: us department of education. retrieved at 1st january 2016 from http://nces.ed.gov/pubs97/97983.pdf. torgbol, g. o. (2013). extra classes: a boon or a burden? usa: retrieved at 2nd january 2016 from http://www.voicesofyouth.org/posts/extra-classes-a-boon-or a-burden. white, c. (2001). independent language learning: building on experience, seeking new perspective. inside independent learning: old and new perspectives. hong kong: hong kong university press. retrieved at 1st january 2016 from https://books.google.co.id/books?id=5znwm9xxpgmc&pg=pa16&lpg=pa16 &dq=independent+language+learning+by+senior+high+students&source=bl&o t s=ixk5pofup6&sig=sfkkp62rrgony73qgozlowj9ou&hl=en&sa=x&v. appendix the computation of expected frequency of each cell. ecell 1.1 = 1. 𝑛1 = 27 . 35 = 945 = 42,52 𝑁 45 45 ecell 1.2 = 2. 𝑛1 = 18 . 35 = 630 = 14 𝑁 45 45 ecell 2.1 = 1. 𝑛2 = 27 . 10 = 210 = 4,67 𝑁 45 45 ecell 2.2 = 2. 𝑛2 = 18 . 10 = 180 = 8,10 𝑁 45 45 the computation of x2 𝑁 ��(|��−��|− )2 x2 = 2 (�+�)(�+�)(�+�)(�+�) = 45 ( | 42 , 52𝑥 8, 10 −14 𝑥 4, 67 |− 45 /2) 2 (42,52+14)(4,67+8,10)(42,52+4,67)(14+8,10) = 45 ( | 344 ,41 − 65 ,38 |− 45 / 2)2 (56,52)(12,77)(47,19)(22,1) = 45 ( | 279, 03 |− 22 ,5) 2 752.723,2 = 45 ( 256 , 53 ) 2 752.723,2 (11.543,85)2 = 752.723,2 = 133 . 260 , 47 752.723,2 = 0,18 http://nces.ed.gov/pubs97/97983.pdf http://www.voicesofyouth.org/posts/extra-classes-a-boon-or https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 september 2018, vol. 2 no. 2 english education program faculty of teacher training and education galuh university 113 received: accepted: published: july 2018 august 2018 september 2018 a transitivity analysis of male and female students’ final draft of critical responses paragraph to literature nia siti hadiyati niyahadiyati198@gmail.com iskhak said iskhak.said@yahoo.com bambang ruby sugiarto bambangrubys@gmail.com galuh university, ciamis, west java indonesia abstract this study aims at investigating the realization of transitivity particularly process, participant and circumstance types realized in male and female students‟ final draft of critical response paragraph to literature. a descriptive qualitative method was employed in analyzing and interpreting the whole data. furthermore, eight students‟ final draft of critical response paragraph to literature which were categorized into male and female students‟ critical response paragraph. the findings showed that (1) most of the male and female students were able to realize the transitivity in which the transitivity was realized through the clauses that construct meaning of every single text. (2) most dominant process realized in eight texts were material process, while actor and goal became the most dominant participants realized and circumstance of location became the most dominant circumstance realized in every single text. however, male students were tend to use the material process in their texts. this study concludes that even though the text were categorized into male and female students‟ text, most of the text had realized correctly transitivity while both male and female students‟ final draft of critical response paragraph to literature, material process dominantly emerged in the text. keywords: transitivity, critical response, literature 114 introduction numerous theories have been successful in accounting for aspect of language. a language is viewed as a resource for making meaning in „systemic functional linguistic theory” (halliday and mattheissen, 2014, p. 23). one of the most substantial theory is halliday‟s sfl that has attracted the most attention and has been frequently employed in the literature on linguistics and applied linguistics. systemic functional linguistic develops in its own grammatical form namely „systemic functional grammar‟. furthermore, eggins (2004, p. 21) states that sfl is not only a model of grammar but it is also contributing the way to represent an approach in analyzing the discourse. in other words, sfl has widely given a very significant influence on discourse analysis (sugiarto, b.r., 2015). according to sfl theory, a text is generated in two ways. those are spoken and written text. to analyze a written text, discourse analysis (da) can be used as an approach in which it is still part of sfl. this statement is also in line with eggins (2004, p. 24) in order to analyze text, discourse can be used and it is known as discourse analysis. dealing with discourse analysis, it can draw a conclusion that discourse analysis can be used as an approach which functions to analyze a text both spoken and written texts. meanwhile, da itself is widely known as a part of systemic functional linguistic (sfl) which was designed by halliday not only as a model of grammar, but also as the way of representing a text meaning.in the context of language, sfg focuses on three meanings namely ideational meaning, interpersonal meaning, and textual meaning. in this research, the writer focuses on the „ideational meaning‟. furthermore, eggins (2004, p. 206) stated that the „ideational meaning‟ consist of two parts such as „experimental‟ and „logical meaning‟. it is realized through the „transitivity system‟. transitivity system is used as a tool for analyzing male and female students‟ final draft of critical responses paragraph to literature in galuh university. critical response is a literary critical theory. it is promoted and 115 developed by a variety of literary theorists and critics. depending on the person advancing the concept, the theory may take on any number of nuanced meanings (davi, 2017). furthermore, every student has different style when they make a critical response to literature. according to klarer (2004, p. 1), in most cases, literature is referred to as the entirety of written expression, with the restriction that not every written document can be categorized as literature in the more exact sense of the word. the nature of transitivity system in traditional grammar, transitivity was developed as the concept of transitive or intransitive verb (halliday, 1976, p. 159) whether the verb takes an object or not, but in sfl it functions to link grammar to the meta-functions. process refers to a semantic verb (doing, happening, feeling, sensing, saying, behaving, and existing) and anything that it expresses like event, relation, physical, mental or emotional state when sorted in the semantic system of the clause is classified into material, relational, mental, verbal, behavioral, and existential processes. (halliday, 1976, p. 159). the system of transitivity provides the lexicogramatical resources for construing a quantum change in the flow of events as a figure – as a configuration of elements centered on a process. besides, thomson (2004, p. 88-89) states that transitivity refers to a system for describing the whole clause, rather that just the verb and its object. dealing with the elaboration above, the writer concluded that the transitivity system is a system that provides the lexicogrammatical resources. transitivity interprets events that occur based on the process. besides, transitivity system describe the meaning of whole clause. furthermore, the writer uses transitivity system as a tool to analyze male and female students‟ final draft of critical response in the form of paragraph. the nature of critical response davi (2017) indicates the critical response is a literary critical theory. it is promoted and developed by a variety of literary theorists and critics. depending 116 on the person advancing the concept, the theory may take on any number of nuanced meanings. generally speaking however, critical response suggests that a text gains meaning by the purposeful act of a reader‟s reading and interpreting it. the relationship between reader and text is highly valued; text does not exist without a reader. the nature of gender gender has become the centre of attention in today linguistics research which differentiates male and female in acquiring a language. according to holmes and meyerhoff (2003, p.13), “women and men do not generally choose linguistic options for the purpose of creating masculine or feminine identities; instead, they draw upon gendered linguistic strategies to perform pragmatic and interactional functions of language and, thus, constitute roles in a gendered way. it is the manner in which people constitute their identities when acting within a social role that is linked with gender.” the statement means that there is differentiation between male and female in creating their abilities to show their strategies in acquiring a language. it is also added by gallardo (2006) that the analysis of the transitivity system investigated the instances of the material, mental and relational processes in an attempt to suggest who has more power of doing things, and how this power is accomplished and realized through the study of the processes focused. he also revealed that the difference between male and female in transitivity is in the use of material process which the male character is the doer of more practical actions than the female. it is also realized through the mental processes that the female is moved by her emotions. the study of the material and mental processes suggests that the male acts more while the female perceives more. the nature of literature wellek and warren (1963, p. 22) states that “the term literature seems best if we limit it to the art of literature, that is, to imaginative literature. literature is also produced by imagination of the author. literature is not just a document of 117 facts, it is not just the collection of real events though it may happen in the real life. literature can create its own world as a product of the unlimited imagination” according to klarer (2004, p.1), in most cases, literature is referred to as the entirety of written expression, with the restriction that not every written document can be categorized as literature in the more exact sense of the word. the definitions, therefore, usually include additional adjectives such as “aesthetic” or “artistic” to distinguish literary works from texts of everyday use such as telephone books, newspapers, legal documents, and scholarly writings. etymologically, the latin word “litteratura” is derived from “littera” (letter), which is the smallest element of alphabetical writing. the word text is related to “textile” and can be translated as “fabric”: just as single threads form a fabric, so words and sentences form a meaningful and coherent text. the origins of the two central terms are, therefore, not of great help in defining literature or text. it is more enlightening to look at literature or text as cultural and historical phenomena and to investigate the conditions of their production and reception. underlying literary production is certainly the human wish to leave behind a trace of oneself through creative expression, which will exist detached from the individual and, therefore, outlast its creator. the earliest manifestations of this creative wish are prehistoric paintings in caves, which hold “encoded” information in the form of visual signs. this visual component inevitably remains closely connected to literature throughout its various historical and social manifestations. method this study applied a qualitative method particularly descriptive qualitative as the method. to investigate the quality of relationships, activities, situations, or even materials, qualitative research can be applied (fraenkel, wallen, & hyun, 2012, p.426). furthermore, the data of this study were critical responses written by the fourth grade students in english department of galuh university in which the text were analysed and interpreted by using functional grammar theory. therefore, to analyse the data for description of the text analysis and interpreting the larger 118 meaning of the findings, qualitative descriptive study can be employed (creswell, 2012, p. 16). thus, qualitative descriptive research was applied in this study in order to explore and interpret the meaning, and to get a rich data in exploring the central phenomenon. besides, discourse analysis is part of sfl that highlighted by eggins (1994) in the preceding paragraph. discourse analysis in this study was done by following principle of the text and the context found in the study of systemic functional grammar. participant and research site fraenkel and wallen (1932, p. 90) state that population is the larger group to which one hopes to apply the result. this research uses all the fourth grade students of english department in galuh university. sample in a research study is the group on which information is obtained (fraenkel and wallen, 1932, p. 90). in this study, the researcher investigated 8 students which consist of 4 male students and 4 female efl students. purposive sampling : purposive sampling in this case increased in-depth understanding by selecting information rich experiences from participants who have experienced and lived disaster relief (patton, 2002). the purposive sampling technique, also called judgment sampling, is the deliberate choice of an information due to the qualities the informant possesses. it is a nonrandom technique that does not need underlying theories or a set number of informants. the writer chooses purposive sampling because purposive sampling enable in initial understanding of the situation, and to identify and differentiate the needs of one or more relevant groups. the writer chooses sample that consist of four male and four female fourth grade students in galuh university because they have good experience in reading and writing reader response to short story in the literature class. data collection to collect the data, the writer uses systemic functional grammar as the instrument to collect the data. after that, the writer analyzed the male and female students‟ final draft of critical responses to literature in the literary criticism 119 subject by using transitivity system. furthermore, the data were obtained from the eight fourth grade students in english department of galuh university. data analysis first, the researcher collected the data from the third grade students of english department in galuh university. the researcher analyzes the male and female students‟ final draft of critical responses paragraph to literature. after that the researcher comprehends the theory that is halliday theory and the researcher classifys and analyzes it. moreover, there were several steps to analyze the data. they were segmenting the text of critical response into clauses, analyzing clauses by using transitivity system, then categorizing and highlighting all of the processes, participants and circumstances into table. finally, the researcher identifys the characteristic of male and female students according to the process used findings and discussion regarding the finding of the study, transitivity system had been realized particularly in processes, participants, and circumstances. in addition, the most dominant processes realized from text one up to eight were material process. however, from eight texts that had been analyzed, there were three texts of male and three texts of female students which emerged material process and only one text of male and one text of female student which emerged mental process. furthermore, the most dominant participants emerged from eight texts were actor and goal in which all of the participants were a pair of material. furthermore, the most dominant circumstances realized from the text male 1 up to text female 4 were circumstance of location. according to butt et al. (2000, pp. 65-70), circumstances are realized in adverbial or nominal group in which the use of circumstances are labeled to help the reader to understand the purpose of a text. there are 12 categorization of circumstances in which they cover the circumstances of extent, location, contingency, cause, accompaniment, matter, role, manner, means, quality, comparison and angle. however, the most dominant 120 circumstance emerged in eight male and female students‟ final draft of critical response paragraph to literature was circumstance of location in which the use of circumstance of location was referred to detail explanation of participants realized from every single text. thus, all of most dominant processed, participants and circumstances realized from text one up to eight were linked one to another. based on the findings, material process became the most dominant processes involved in eight selected text. concerning the relation to he first previous study which was undertaken by gallardo (2006). he investigated the research entitled: “analysis of a literary work using systemic-functional grammar: why can‟t women talk like a man: an investigation of gender in the play pygmalion by bernard shaw”. the study aimed to examine the language used by the main male and female characters in the play „pygmalion‟ by applying the lexicogrammatical category of transitivity, which is part of english linguist (systemic-functional grammar). the investigation is based on the play which has been considered one about social class may also be classified as one about gender. as for the present study, the focus was specifically on the one of process of transitivity. the analysis itself was male and female fourth-year students‟ critical response paragraph to literature composed by the seventh-semester students of english education program in galuh university ciamis. regarding the findings above, it meant that this study was not in harmony with the study. both studies were focused on the differences of male and female language choice, but the difference was the sample who composed their writings and the tool to analyse the writing product which was in this study the writer specially focus on one of the process, participant, and circumstance in transitivity. the second previous study which was conducted by ezzina (2015), material process was dominantly found in the finding. the use of material process in ezzina‟s finding was to indicate main character of “the crying lot of 49” (oedipa) had done some action. hence, oedipa herself was also becoming the actor or it was also called as participant of material process. this finding was in harmony with this study. the material process was being the most dominant 121 process, while the actor and goal became the most dominant participants emerged. hence, the circumstance of location also became the most dominant circumstance emerged in the texts. regarding the third previous study which was conducted by zhang (2017), the main findings show that material processes, relational process and mental processes are relatively dominate in both candidates‟ speeches; while compared with hillary, trump tends to use more existential processes. in political discourse, the speakers measure their words with special caution to interact with people, to expresses their attitudes and judgments, and to influence the viewpoints and behavior of the audience, which is mainly the realization of the interpersonal function. in contrast with this study, only the material process was dominantly realized in most of the analyzed texts, while actor and goal became the most dominant participants. hence the circumstance of location became the most dominant circumstance realized in the texts. circumstance of location referred to every adverbial groups such as place and time explained in every texts. regarding the findings above, it meant that this study was not in harmony with the study conducted by zhang (2017) in which the each of the studies showed different findings. this study only emerged material process as the most dominant process both in male and female students‟ texts, while zhang (2015) also emerged the relational and mental processes besides the material process relatively dominate in both candidates‟ speeches. based on the last previous study which was conducted by iskhak (2015) entitled “the application of reader-response theory in enhancing student teachers‟ affective and linguistic growth: a classroom action research in efl teacher education in indonesia”. it showed that there were some improvements on students‟ boldness and self-confidence in expressing ideas, involvement in classroom activities, and linguistic growth such as writing skill by applying the reader response theory. however, he emphasizes on the aesthetic response while 122 the this focus on the critical response. therefore, this study was not in harmony with iskhak (2015). conclusions based on the findings, the finding of first research question can be generally concluded that the transitivity was realized through clauses which constructed the meaning in every single text of critical response paragraph. moreover, the clause conveyed the system of transitivity that consisted of process, participant and circumstance. this findings were also in line with the theory mentioned by eggins (2004, p.206). she stated that experiential meaning is expressed through the system of transitivity particularly in process, participants and circumstances type.meanwhile, the finding of second research question can be concluded that all of the critical response paragraphs generally used material and mental process as the most dominant process both in male and female critical response paragraph. hence, the most dominant participants realized in eight students‟ final draft of critical response paragraph to literature were senser, phenomenon, actor and goal. in addition, the circumstance of location became the most dominant circumstance realized in eight students‟ final draft of critical paragraph to literature. this study recommends the next researcher who would conduct this kind of study to investigate various text by using systemic functional grammar particularly transitivity. it is hoped that through different method and different kinds of texts, the researcher will be able to enrich the data and the findings, and also be able to develop the theory of sfl particularly experiential meaning. furthermore, this study is also hoped to give advantages for english teaching and learning process especially in literature class. references butt, d., r. fahey, s. feez, s. spinks, c. yallop. (2006) using functional grammar: an explorer’s guide, (2nd edition), sydney: macquarie university. 123 cresswell, j.w. (2012). educational research : planning, conducting, and evaluating quantitative and qualitative research 4 th ed. boston: pearson education, inc. davi, r. (2017). the role of reader in reader response theory. international journal of english language, literature and translation studies (ijelr), 4(3), 417-422. eggins, suzanne (1994). an introduction to systemic functional linguistics. london : pinter publisher. eggins, s. (2004) an introduction to systemic functional linguistics (2nd edition), london, new york: continuum. ezzina, r. (2015). transitivity analysis of “the crying lot of 49” by thomas pynchon, international journal of humanities and cultural studies, 2(3), 283-292 fraenkel, j.r., & wallen, n., e. (1932). how to design and evaluate research in education, new york : mcgraw-hill. fraenkel, j.r., wallen, n. e., and hyun, h. h. (2012). how to design and evaluate research in education 8 th ed. new york : mcgraw-hill companies inc. gallardo, b.c. (2006). analysis of a literary work using systemic functional grammar. international systemic functional congress, 33, 735-762. halliday, m. a. (1976). the form of a functional grammar, in kress, g. (ed.):725. halliday, m.a.k., & mattheissen, c. m. i. m. (2014). an introduction to functional grammar (4 th ed). london : hodder arnold. holmes, j., & meyerhoff. (2003). the handbook of language and gender. malden, ma : blackwell. iskhak. (2015). the application of reader-response theory in enhancing student teachers‟ affective and linguistic growth: a classroom action research in efl teacher education in indonesia, the application of reader-response theory. 45 (2), 43-55. klarer, m. (2004). an introduction to literary study (2 nd edition). london : routledge. . patton , m. (2002). qualitative research and evaluation method (3 rd ed.) thousand oaks, ca : sage. 124 sugiarto, b.r., sofwan, a., & sutopo, d. (2015). mood realization of the learning activities in the grade vii english textbook published by the ministry of education and culture. english education journal, 5(1). thompson, g. (2004) introducting functional grammar (2nd edition), london: hodder education. wellek, rene & austin waren. (1963). theory of literature. new york : harcout, brace and company. zhang, y. (2017). transitivity analysis of hillary clinton‟s and donald trump‟s first television debate. international journal of applied linguistics & english literature. 6, 65-72. https://jurnal.unigal.ac.id/index.php/jall/index p-issn: 2598-8530 september 2019, vol. 3 no.2 english education program faculty of teacher training and education galuh university 133 received: accepted: published: july 2019 august 2019 september 2019 dea feradepi english education study program, department of language and art university of bengkulu feradepidea@gmail.com dedi sofyan english education study program, department of language and art university of bengkulu kasmaini english education study program, department of language and art university of bengkulu classroom activities based on multiple intelligence theory in english language teaching 2013 curriculum for seventh grade abstract the purpose of this study was to analyze whether schools had implemented the 2013 curriculum system such as the bengkulu city 11 junior high school in the learning process in classroom activities using multiple intelligence theories. this research was designed as a descriptive qualitative method. the population and sample of this study were english language teachers at smpn 11 bengkulu cityin seventh grade. data was collected using observations checklist and video recorder that were used to assist researchers in analyzing forms of observation checklist. the results of the study showed several continuations implemented from the three teachers, namely 100% linguistics, 66.7% visual and 66.7% body intelligence. linguistic intelligence was the dominant one. from three teachers who taught in seventh grade with the same material namely descriptive text, the results showed, teacher a asked for three 134 linguistic, visual and body intelligences, teacher b applied one linguistic intelligence and teacher c used three linguistic, visual, and body intelligences. the results show from the three teachers implemented linguistic intelligence more often in teaching english. because in english lesson oriented to linguistic. keywords:multiple intelligence, english teacher introduction teaching in the twenty-first century emphasizes diversity and recognizing that each student possesses his or her own set of unique strengths, needs, interests and learning styles. in today’s classrooms, educators are expected to provide equitable opportunities for students to achieve their full potential in all aspects of development. students come into the classroom as individuals with unique cultures, ethnicities, beliefs and attitudes farlane (2011). howard gardner, with the multiple intelligence theory (mit) he developed in 1983, introduced a new perspective on intelligence and defines intelligence as the capacity of a person to produce a product valued in one or more cultures, the ability to produce effective and efficient solutions to problems encountered in real life, the ability to discover new or complex structured problems to be solved saban (2002). based on gardner (1993), intelligence has many dimensions that cannot be explained by the classical iq tests. these dimensions called intelligence areas consist of verballinguistic intelligence, logical-mathematical intelligence, visualspatial intelligence, interpersonal intelligence, intrapersonal intelligence, musical-rhythmic intelligence, bodily-kinesthetic intelligence and naturalist intelligence. according to mit, all of these intelligence areas were of equal value, one or more of which was no more important than the others. all individuals have all of the eight intelligences. however, they show a tendency to use one or more of these intelligence types. intelligence areas often work together and in a complex structure. in other words, the areas of intelligence interact each other and can affect one another. in this case, it is possible to develop weak areas of intelligence to a certain extent when it is given the opportunity to improve armstrong (2002), saban (2002), walters (2002). 135 theory of multiple intelligences (mi) is considered an innovation in learning english because it helps students developed all eight intelligences. on the other hand, represent ways people understand the world around them, solve problems and learn. they were: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal and naturalist. focusing on the problem-solving activities, teachers, by implementing theory of multiple intelligences, encourage students not only to build their existing language knowledge but also learn new content and skills. when the relevant literature was examined, it was seen that, based on the multiple intelligence theory, there were many studies leaded to the way a course is taught and examining the effectiveness of this theory. therefore, student characteristics should be taken into consideration in the educational activities to be organized. in order to be able effectively transform the mi theory into practice, it was primarily necessary to determine the strengths and weaknesses in the intelligence areas of the individual characteristics of the students. multiple intelligence (mi) theory can be described as a philosophy of education. in education, the theory of multiple intelligences began to be accepted because it was considered better serve all intelligence possess for children. the concept of mi makes educators more wise saw the differences, and make children felt more welcome and served. this concept "delete" the myth of a child who was intelligent and not intelligent, because according to this concept, all children had intelligent. it was just that the smart concept needs to be defined with a new foundation. because of this in the 2013 curriculum system, students who studied and worked more actively, want more student roles than teachers, teachers only observe. in the 2013 curriculum learning stage, namely observing, questioning, associating, experimenting, creating networking, communicating and implementation. with several stages of this learning, the classroom activities of students in the class were intended to implement theory multiple intelligence contained in it, namely verbal/linguistic intelligence, mathematical/logical intelligence, musical intelligence, spatial/visual intelligence, bodily/kinesthetic intelligence, interpersonal intelligence, intrapersonal intelligence, naturalist intelligence, existential intelligence. 136 with a simple test which shows which intelligences students were strong in can really give them a new perspective. it can get them to change their attitude towards their own intelligence and learned to raise their self-esteem. for example if a student learns that he was strong in naturalistic intelligence but did not excel in logical mathematic intelligence their can got a whole new perspective on their abilities and change their views about that learned. he could practice their stronger intelligence and developed their weaker intelligence. i believe that it was very important for teacher to focus on students strength and the multiple intelligence theory can help with that. the researcher chose classroom activities based on multiple intelligence theory in english language teaching 2013 curriculum in smpn 11 bengkulu city as a subject of research due to the researcher has taught in this school. in 2018, this school used the 2013 curriculum which students who played an active role in the learning process while teachers as observers. students were given material direction and receive material and respond during the learning process, but not all students can respond well. in order to facilitate the implementation of the 2013 curriculum, teachers should use multiple intelligence theory during classroom activities in english language teaching 2013 curriculum because not all the material is given by the teacher when teaching can be well received by students, this indicated with multiple intelligence theory, each student can accept the material provided by the teacher in accordance with the intelligence students have. to create class conditions, the 2013 curriculum willing students to be more active, namely classroom participation. the 2013 curriculum method aims students to prepare indonesian generation to have life skills as individuals and citizens who are faithful, productive, creative, innovative, and effective and able to contribute them selves for future world. method selected the most appropriated research methodology was essential in determining the success of research. one factor that should be counted in selected appropriated research methods was the research questions. in this research, the 137 research questions require several explanations and deep analysis. based on the research questions, a qualitative method is the right one to use in this research. a theory based on merriam and tisdell (2016) explains that qualitative research focuses on meaning and understanding. qualitative research is usually used by researchers to obtain information related to how people make an interpretation of their experiences. a key concern of qualitative research is understanding participants’ perspectives. the population of this research was english teachers in smpn 11 bengkulu city that teach seventh grade. the sample of this research was the teachers who teach english in seventh-grade. the observation checklist was used in this research to analyze the form in order to make it easy on percentage what teachers did in class according to multiple intelligence theory. the observation checklist used to checkout and classify the teacher’s difficulties in english teaching and learning. the checklist adopt from gardner (1989). findings and discussion this chapter discussed more detail about the results of the research which were already collected from 18 th march until 26 th april 2019 as well as the discussion section, the data was gathered from the observation checklist. in result section, the researcher presented the data which were obtained by observing classroom activities in english language teaching 2013 curriculum. moreover, the discussion section contained an analysis about the result of this research which was presented previously. the participants of this research were 3 teachers who taught in seventh grade. the researcher investigated the implementation of multiple intelligence theory in english language teaching 2013 curriculum for seventh grade students of smpn 11 bengkulu city. the researcher came to the class and recorded the process of the english language teaching, after that the researcher do the direct observation. 138 table. 1 result checklist from three teachers ma : mathematical b : bodily l : linguistic inter : interpersonal v : visual intra : intrapersonal mu : musical n : naturalist the results obtained from the observation checklist by direct observation used by three teachers in classroom activities, this indicated that it appeared that linguistic was the dominant used by the teacher during english language teaching in the seventh grade. chart 1.the result of percentage from table observation checklist. based on the result, the findings of the research presented in depth to answer the research questions stated in chapter 1. some data from the appendix are used as examples in order to provide a complete explanation. from the three teachers that 0% 20% 40% 60% 80% 100% 120% three teachers multiple intelligence no activities m a l v m u b int er int ra n 1 teacher a √ √ √ 2 teacher b √ 3 teacher c √ √ √ 139 had been studied, during classroom activities, researchers record the process. the researcher used direct observation to check the multiple intelligence that teachers implemented and then analyze used the observation checklist. after the researcher entered data on the observation checklist, the researcher got the result from three teachers, multiple intelligence that implemented it turned out there were three abilities namely linguistic, visual, and bodily, interpersonal. back to the research question this research is how the implementation of the multiple intelligence theory in english language teaching 2013 curriculum for seventh grade has been obtained for the implementation of multiple intelligence when three teachers thought in seventh grade used direct observation for two meetings with the same material namely descriptive text, it can only apply three intelligence and not apply to the eight intelligence of the multiple intelligence. so that the results obtained from the observation checklist, that linguistics intelligence is the dominant one. from the three teachers who taught in seventh grade with the same material namely descriptive text, the result showed, teacher a implemented three intelligences that were linguistic, visual and bodily, teacher b implemented one intelligence that was linguistic and teacher c implemented three intelligence that were linguistic, visual and bodily. in this discussion the results obtained from the implementation of the three teachers, that linguistic intelligence is the dominant and most often used when teaching english. as in this research found that linguistic intelligence deals with the use of one's own language correctly, grammar and pronunciation of words, and concepts with appropriate meanings as explained by amstrong (1994). the strength of linguistics obtained from the dominant learning process carried out by the three teachers teaching in the seventh grade was very much related to subjects namely english, where language and communication are the main factors such as the position of knowledge about language (linguistic) was very closely related to language teaching activities. corner (1991) states "linguistic teaching is the use of knowledge about the natural language produced by language researchers used to increase the success of practical tasks that use language as a core component". 140 the following was an explanation of experts who say that linguistic intelligence was a major factor in the english language teaching which was oriented towards language teaching. suparno (2004) describes linguistic intelligence as the ability to use words in oral or written terms. this ability is related to the use and development of language in general. from some of the opinions above can be concluded that linguistic intelligence is the ability to use and process words effectively, with appropriate and appropriate meanings. the implementation of linguistic knowledge in various objects was an activity in language teaching. as desired by the 2013 curriculum was that the teacher must act as a model that exemplifies how to communicate in english, provides and structures polite communication activities in english, then provides continuous consistent support so that these communication habits shape the character of students. while explained in the research by rahimi, sadighi & fard (2012) showed that there was an influence of linguistic intelligence on students foreign language abilities. the middle was visual and interpersonal, the next one that slightly implemented was intrapersonal and bodily. the aspects of multiple intelligence such as mathematical, musical, and naturalist are not implemented in this lesson plan that discussed descriptive material text. each lesson plan used there are strengths and weaknesses when implementing multiple intelligence during the classroom activities process. finally, the findings of this study related to the implementation of multiple intelligences in language classes. some of the research has been carried out by experts and practitioners relating to the development of the design of english intelligence based on multiple intelligence and it was the role in improving students english language skills as done by shakouri, behdani & teimourtash (2016). based on the results of these studies, linguistic intelligence has a role in improving student learning outcomes and motivation when integrated into learning english. the results of observation data show that the teacher uses a type of linguistic intelligence that has a sensitivity to language and the ability to use language vakili (2013). learning methods that are used include reading aloud, reading silently, writing descriptive, 141 discussing, telling stories, and playing word games as explained by armstrong (2003). conclusions this research is conducted to how is the implementation of multiple intelligence theory in english language teaching 2013 curriculum for seventh-grade students of smpn 11 bengkulu city. in this study using the observation checklist instrument to find out how the implementation of multiple intelligence theory, with direct observation on three teachers who taught english in seventh grade. among the eight parts of multiple intelligence theory which is implemented, only three. the first is that linguistic intelligence is the dominant one implemented, because linguistics is related to language, and when learning the language is specifically english, it must know and understand some important things of the language. we communicate using 4 skills, namely: listening, speaking, reading and writing. all these parts are language oriented, therefore the results obtained in this study with the highest percentage are linguistic intelligence. the second is bodily intelligence. when the teacher teaches english in class, there is an interaction that the teacher interacts with their students to carry out body movements related to on going learning. some examples body movement interactions that occur when the teacher teaches seventh grade english, such as clapping, raising hands, moving and walking. the third is visual intelligence. the teacher provides descriptive material for text describing an object, the teacher shows the real form of the object to be described. the other visual form is to describe someone from a family member, the teacher shows a picture of a family member. not all teachers use visual intelligence. for the teachers, the researcher suggests for the teacher to do more activities in the classroom related to eight intelligence when teaching and learning english in classroom activities are easier for students to understand and make students in junior high schools enjoy learning english. in the end, the purpose of learning can be runs actively and achieve success like the teacher's hope. 142 for the students, the researcher suggests for the students are more able to enjoy and more active learning english when in class. the researcher hopes that students can increase their interest in learning english and respond well to english. for further researcher, the further researcher can conduct the same scope of research by involving other instruments, such as interview and questionnaire to obtain deeper findings. the researcher also suggests to more research is done by adding teachers and classes studied to see more differences in multiple intelligence theory implemented. references armstrong, t., saban., walters. (2002). multiple intelligences in the classroom. alexandria, va: association for supervision and curriculum development, 2022. corner, p.(1991). a new model in english language classroom: howard’s multiple intelligences theory. educational research association the internasional journal of research in teacher education, 4(1), 2-4 farlane, m. 2011. teaching english based on 2013 curriculum at junior high school in gowa. english education department of uin alauddin makassar, i (2), 248-250. gardner, h. (1983). frames of mind: the theory of multiple intelligences. new york: basic books. gay, s. (1987). implications of multiple intelligences theory in elt field. the world islamic sciences and education university (wise) language center. amman. yordania. 50-51. merriam, a. & tisdell. (2016). developing materials to address different learning styles. language teaching/learning in the context of social changes, 1, 106108. lithuania. nolen. (2003). multiple intelligences in the classroom. (2nd edition). alexandria, va: association for supervision and curriculum development rahimi, sadighi & fard. (2012). teaching english in the ktsp curriculum and 2013 curriculum simultaneously: a case study of “a senior high school in 143 semarang”, central java, indonesia. british council elt master’s dissertation awards 2018: commendation, 15-16 saban. (2002). the effectiveness of multiple intelligences (mi)-based english classroom activities at the eleventh grade students of sman 2 mamuju of west sulawesi. graduate program state university of makassar, indonesia, 130-134 shakouri. behdani, and teimourtash. (2016). the effect of instruction based on multiple intelligences theory onthe attitude and learning of general english. university of solmundardottir, anna svava. 2008. the multiple intelligence theory in the english language teaching. lokaverkefni til. b.ed., 4(1), 6-7 sudijono. (2010). pengembangan dan implementasi kurikulum 2013. bandung: pt. remaja rosdakarya.99-100. sulaiman, d. (2010). teaching writing skills. hongkong: longman group (fe) ltd. suparno. 2004. the implementation of multiple intelligences theory in the classroom: different ways of learning and teaching. journal of teaching english as a foreign language and literature, 1 (1), 107 susetyo. (2010). penelitian kuantitatif dan penelitian tindakan kelas. universitas bengkulu: unpublised. 46-47. https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 september 2018, vol. 2 no. 2 english education program faculty of teacher training and education galuh university 71 received: accepted: published: july 2018 august 2018 september 2018 the effectiveness of using padlet in teaching writing descriptive text (a mixed methods at 10 th grade of one senior high school in ciamis) ilham sukma taufikurohman galuh university aa.elhafidz@gmail.com abstract this study was investigated the effects of padlet on students‟ descriptive text writing of senior high school students as well as to find out their perceptions of using padlet for learning descriptive text writing. in doing so, the subjects consisted of 54 students who were in tenth grade. then they were divided into two equal experimental and control groups (n=27). their age ranged between 16 and 17 years old. gender of participants was not considered as a variable in the study. this study used convergent parallel mixed-method whereas pre-test and post-test were administrated to collect quantitative data and questionnaire was given to collect qualitative data. the experimental group was taught descriptive text writing via padlet application, whereas the control group was taught by conventional media. analyzing the data through the independent sample t-test revealed that with the help of padlet application, the experimental group outperformed the control group in terms of writing descriptive text. furthermore, the students had a positive attitude toward utilization of padlet application. keywords: padlet, students, descriptive text writing introduction the world today drowns us in an ocean of technological tools and gadgets. in education, without exception, technology already became a part of teaching tools as well as a support for learning. looking closely in language learning, implementing technological tools and apps might be a good approach. (haris et al., 2017). 72 the use of technology namely social networking sites or web 2.0 can facilitate teaching and learning. it helps average learners to learn effectively and more interactive with real time modalities depending on the learning style of the student. it is used in real life situation that incorporates in the language class (jaganathan, 2016). web 2.0 technologies offer a platform to establish a learning network, collaborate and share information to engage students with their learning. according to fuchs (2014), padlet provides a free multimedia friendly wall which can be used to encourage real-time whole class participation and assessment. therefore, this study focused on one of web 2.0 tools – padlet for teaching writing descriptive text. writing descriptive text is one of the materials that are taught in school especially in indonesian senior high school. however, many students face some problems in writing descriptive text. husna et al. (2013) found that one of students‟ difficulties in writing descriptive text is that they are still unable to transfer and develop their idea into a written form well in composing a text. then, students fail to show well-organized writing. they do not write a list of their ideas; they just directly wrote what they thought without planning. by this fact, the writer tries to use padlet as a media to teach writing descriptive text. while those researches noted the varying topics of social media padlet in english language teaching, unfortunately, it did not focus on students‟ descriptive text writing ability. thus, the purpose of this study is, therefore, to investigate how padlet can be effective to improve students‟ descriptive text writing performance. an overview of tell (technology-enhanced language learning) technology can play an important role in supporting and improving language learning. the effectiveness of each technological tool depends on the knowledge and expertise of a qualified language teacher who manages and facilitates the language learning environment. to empower, promote and disseminate language, it is important to utilize all potential mechanisms, one of which is tell (technology-enhanced language learning) or call (computerassisted language learning). charalabopoulou (2010) argued that nowadays, 73 developing materials for learning second language / foreign language (l2) within the tell framework is a must because it not only ensures equal opportunities from all languages and cultures but also addresses the needs of people who are interested in the language but cannot attend language courses because of problems related to mobility, age, gender, financial status or just because there are no courses available around the area where they are stay. in this context, we consider tell as a very powerful mechanism to provide easy and affordable access to foreign language education. according to kranthi (2017), tell or technology-enhanced language learning deals with the impact of technology on teaching and learning a second language also called the l2. technology-enhanced language learning refers to the use of computer as a technological innovation to display multimedia as a means of complementing a teaching method language teacher. tell is very supportive of computer mediated communication (cmc). cmc has been researched and supported as being very useful for helping students speak and write in a foreign language which is important to teaching process using tell. what's important to note is that tell is not a teaching method but rather an approach that can be used alongside a teaching method to help teach. an overview of padlet there are many webs 2.0 tools such as google+, edmodo, prezi and so on. for this purpose, one of these tools, padlet, was used for this study. padlet, is a web 2.0 tool for interaction on a virtual wall and has been used for simple instructional tasks, as well as for more complicated tasks among experts (dewitt et al., 2017). padlet (formerly wall wisher) is a free application to create an online bulletin board that you can use to display information for any topic. padlet is a very useful web tool to promote collaborative learning among our students. it's like a piece of paper, but on the web. padlet is a web app that lets users post notes on a digital wall. the uses for this site in the classroom are virtually endless (jaganathan, 2016). a web 2.0 technology application such as padlet can be used in a similar way to create a virtual wall, but with some significant advantages. it works across 74 the world on virtually any internet-enabled device. it has permanence: the „walls‟ can be kept and can be copied. multimedia files and documents can be posted. it can be used on a simple task such as starters and plenaries or could be used to run an entire lesson. it needs no special training and it is free. it can be used for collaborative projects such as starters, plenaries, differentiation, quizzes (weller, 2013). in classroom setting, padlet works well with activities such as brainstorming, discussion and project work. students can learn through padlet anytime anywhere with any internet-enable devices such as smartphone, tablet, and computer with internet connection. there is no software needed to be downloaded to use padlet. students can then share their works on facebook, google+, e-mail or even embedded the url into their blog (haris et al., 2017). an overview of writing the main purpose of teaching english is to enable students to communicate both oral and written forms, and to understand english text. the students can learn all language skills (listening, speaking, reading and writing) and language components (grammar, pronunciation and vocabulary). wardani et al. (2014) stated among the language skills, writing seems to be the most difficult one in the sense that it needs a long process starting from brainstorming up to final product. in addition, it involves some writing elements such as content, grammatical function, vocabulary, and the mechanics like punctuation, capitalization and spelling. there are many different definitions about writing given by experts from many resources. nunan (2003) said that writing can be defined by a series of contrast: it is both a physical and a mental act, its purpose is both to express and impress and it is both a process and a product writing is a media to communicate between writers and readers, writing has to be understandable so the readers will know what the researcher means clearly. kern (2000) stated that writing is functional communication, making learners possible to create imagined worlds of their own design. writing is the activity or occupation of writing, for example books, stories, or articles. in addition, oshima and hogue (2007) said that writing 75 is a discovery process that involves discovering ideas, how to organize them and what that you want to put over to your order, so a lot of what a writer does as a writer doesn‟t actually appear on the page. it is a means of communication. whenever the writer wants to write, he has to knowing the audience or reader, it will help in reaching the goal of communicating clearly and effectively. from definitions above, it can be said that there are many factors influencing writing to be a good one such as grammatical, vocabularies, punctuation, and spelling knowledge which must be integrated to be a paragraph. the writer concludes that writing is more than a medium communication. it is a way of remembering and a way of thinking. because of that, writing is not easy. it needs a hard work. in writing we have to produce words, phrase, sentences, and paragraph at the same time. it is a way of learning. none of us can write much of interest without first thinking, probing, observing, asking question, experimenting, and reading. an overview of teaching writing teaching english is easy, but teaching writing well is not easy. harmer (2004) stated that there are five stages in teaching writing. they are demonstrating, motivating and provoking, supporting, responding, and evaluating. in the first stage is demonstrating. in these stages, the teachers give examples about text to the students. it includes the purpose of the text, the social function of the text, grammatical features of the text, and generic structure of the text. the second stage was motivating and provoking. before the teachers enter to the material in writing, they must prepare the media to stimulate the students‟ brain in generating ideas. it can use pictures or another media. then, the next stage is supporting. actually, the teachers need to help students. they should be a valuable anytime to give feedback to the students‟ works. they must try to help students to solve the students‟ problems in writing. after then, it is responding stage. the teachers give some suggestion to the students‟ works. they must give comment, correction, and suggestion in the students‟ works. and the last stage is evaluating. in these stages, the teachers judge the students‟ works as the final product. from 76 the evaluation, the teacher could get the students‟ writing score. harmer (2004) also stated that the students should pay attention not only in what they are going to write but also how they are going to write. there are some strategies in teaching writing. an overview of descriptive text descriptive text is a text which is intended to describe a particular person, place or thing. according to oshima and hogue (2007), descriptive writing appeals to the senses, so it tells how something looks, feels, smells, tastes, and or sounds. in addition, a good description is like a “word picture”; the reader can imagine the object, place, or person in his or her mind. a writer of a good description is like an artist who paints a picture that can be “seen” clearly in the mind of the reader. descriptive text is a kind of writing that involves not so much telling the readers about facts or events as showing the readers something (emilia, 2008). it has many valuable uses in other kinds of writing. in descriptive text, writers describe person, object, appearances, landscape or phenomenon naturally so they can make the reader imagine and feel it (alwasilah, 2007). when describing someone or something, the writer should give the readers a picture in words. to make writing as real, the writer must write a specific detail to appeal the reader‟s senses. as langan (2001) stated that to make the word picture as vivid and real as possible, the writer must observe and record specific details that appeal to reader‟s senses. furthermore, he said that a descriptive writing is different from other type of essay because it needs sharp and colorful details. as social beings, people need to share their experience, so they write to others to describe things such as vacations, childhood homes, and people they encounter. based on the explain of fine (2002), the purposes of descriptive text are to entertain, to express feelings, to relate experience, to inform a reader which unfamiliar with the subject or create a fresh appreciation for the familiar, and to persuade the reader. 77 method dealing with research questions that had been proposed by the writer, in this study, the writer used convergent parallel mixed methods design as the main design of this study (creswell, 2014). by using convergent parallel mixed methods design, the qualitative method was used to obtain data or information from the results of experimental application of using padlet in improving students‟ descriptive text writing. while qualitative method was used to understand the relation between results obtained by student after treatment. the selection of convergent parallel mixed methods design was based on the opinion of creswell (2014) which convey that in this approach, the writer collected both quantitative and qualitative data during the experimental study, the two data analyzed separately, and the two data was used to answer different research questions. in the research of the explanatory design, the writer gave priority to the collection of quantitative data and collection of qualitative data. in addition, the writer used quasi-experimental design to experimental design. population and sample population is an entire group of people of subject or event which all have at least one characteristic in common, and must be defined specifically and unambiguously as defined by burns (2000). in this study, the population of the study includes all the tenth-grade of the one senior high school in ciamis in the academic year 2017/2018 which consisted of 11 classes. fraenkel et al. (2012) stated that cluster random sampling is the selection of groups, or cluster, of subjects rather than individuals. in this case, the writer took two classes in order to get the data. in this case, the writer took the students at class x-mia 2 and class x-mia 5. the total number of the sample are 54 students. data collection in collecting quantitative data, the writer used pre-test and post-test as research instruments to collect the data. in addition, brown (2001) stated that a test is method of measuring person‟s ability or knowledge in a given domain. 78 based on the statement above, the writer used written test to measure the ability of students‟ descriptive text writing. the students made a descriptive text by following its generic structure. those are identification and description. they also used the language features of descriptive text such as using simple present tense, action verbs, passive voice, noun phrase, adverbial phrase, technical terms, general and abstract noun, and conjunction of time and cause-effect. moreover, in collecting data for qualitative, the writer used questionnaire to students. the closeended questionnaire was used in this research. for the form of questionnaire, the writer gave some statements. data analysis technique in the process of data gathering, the writer used the students‟ score pre-test and post-test. to analyze the data, the writer used the following computation of statistics which is adapted from (burns, 2000) as follows: √ [∑ (∑ ) ] ( ) [∑ (∑ ) ] ( ) ( ) in analyzing the data from qualitative result, the writer used descriptive statistic which was adapted from fraenkel and wallen (2012). the writer choose questionnaire because by using questionnaire students were able to freely write down the things they really felt. a questionnaire is a written collection of selfreport questions to be answered by a selected group of research participants (gay, mills, and airasian, 2012). findings and discussion this regard attempted to analyze the effectiveness of using padlet on students' descriptive text writing performance at tenth grade of one senior high school in ciamis. the first purpose of this research is to find out the effectiveness of using padlet on students‟ performance in writing descriptive text. the design of the research that used by the writer was quasi-experimental design and it was conducted to test hypothesis. furthermore, writing descriptive test was used as a 79 research instrument in this research. students were asked to write descriptive text minimally two paragraphs as material in oshima and hogue (2007). in scoring the test, the writer analyzed their work by using form of brown (2007). in addition, the data that had been obtained from writing test was analyzed and evaluated by using t-observed formula taken from burns (2000). the findings are as follows: table 1. the findings of data computation 1. the mean difference of experimental group 0,9 2. the mean difference of control group 0,6 3. gained score of experimental group 26 4. gained score of control group 18 5. t-observed 3 6. degree of freedom (df) 52 7. t-table 2,000 based on the findings of statistical computation, the t-observed value was 3 and t-critical value was 2,000. it means that –observed value was higher than tcritical value. so, the null hypothesis (h0) was rejected and the alternative hypothesis (h1) was accepted. in conclusion, there is a significant difference of students‟ descriptive text writing between students who are taught by padlet and those who are not. in relating to this study, students‟ thinking skills were increasing especially in students‟ descriptive text writing skills. it can be seen from the quantitative findings of this study. the students’ perceptions of teaching writing descriptive text by using padlet in this section, to answer the second research question concerning what are the students‟ perceptions of teaching writing descriptive text by using padlet? the writer conducted questionnaire to collect the data to 27 students by using a brief rating scales questionnaire such as strongly agree, agree, neutral, disagree and strongly disagree. in collecting the data, the writer adapted questionnaire from martin (2005). the presentation of data used a formula from fraenkel and wallen 80 (2012). after that, the writer discussed point by point from the table of questionnaire. the data of questionnaires can be seen in the table below: table 2. the respondent responded towards statement 1 no statement sa a nt d sd 1. padlet is interesting for me to write descriptive text 13 13 1 0 0 the table showed that most students answered strongly agree and also agreed that they were interested in writing descriptive text using the media padlet. it can be demonstrated by the same frequency between those who strongly agree and agree with this statement. the total number of scores was 13 of 27 students with a percentage of 48.1% of total responses. table 3. the respondent responded towards statement 2 no statement sa a nt d sd 2. padlet is comfortable for me in learning process 5 21 1 0 0 based on data from table 3, it showed that most of the students answered agree with the statement of whether they felt comfortable or not while writing descriptive text using padlet. it could be seen that the frequency was 21 out of 27 students with a percentage 77.7% of total responses. table 4. the respondent responded towards statement 3 no statement sa a nt d sd 3. padlet gives me more attention in learning process 10 16 1 0 0 regarding on data from table 4, it was understandable that most students answered agree with the statement. after studying descriptive texts using padlet, they were able to pay more attention to the learning process. from these data, it 81 can be seen that the frequency was 16 of 27 students with a percentage of 59.2% of the total responses. table 5. the respondent responded towards statement 4 no statement sa a nt d sd 4. padlet motivates me more for studying in classroom 8 17 2 0 0 based on data from table 5, it was understandable that most students answered agree with the statement. they answered that after learning descriptive texts using padlet platform, they were more motivated in the learning process. from these data it can be seen that the frequency was 17 out of 27 students with a percentage of 63% of the total responses. table 6. the respondent responded towards statement 5 no statement sa a nt d sd 5. padlet is easy for me and learning process become more organized in classroom 13 12 1 1 0 based on data from table 6, it can be seen that most of the students answered strongly agree with the statement and the frequency was 13 of 27 students. they replied that the padlet was easy for them and the learning process became more organized in the classroom. the percentage of students who voted for this statement was 44.3% of the total responses. table 7. the respondent responded towards statement 6 no statement sa a nt d sd 6. padlet gains me more material about writing descriptive text 17 7 1 2 0 based on data from table 7, it can be seen that most students answered strongly agree with the statement. they answered that after learning descriptive texts using 82 padlet, they got more material about writing descriptive texts. from these data, the frequency of students who answered strongly agree with the statement was 17 of 27 students and the percentage was 62.9% of the total responses. table 8. the respondent responded towards statement 7 no statement sa a nt d sd 7. padlet give me a guidance to write descriptive text 5 21 1 0 0 based on data from table 8, it showed that most students answered agree with the statement. they answered that after writing a descriptive text using padlet, it could provide guidance in writing descriptive text. from the data, it can be seen that the frequency was 21 of the 27 students agree with this statement and the percentage was 77.7% of the total responses. table 9. the respondent responded towards statement 8 no statement sa a nt d sd 8. padlet helps me in learning achievement 7 16 3 1 0 based on data from table 9, it showed that 16 out of 27 students answered agree with the statement. they answered that after studying descriptive texts using padlet, it helped them in learning achievement and the percentage was 59.2%. table 10. the respondent responded towards statement 9 no statement sa a nt d sd 9. padlet makes learning time become narrower 1 8 3 11 4 based on data from table 10, the results showed that most students answered that they did not agree with the statement. they replied that after studying descriptive texts using padlet, it did not make the learning process narrower. from the data, it can be understood that the frequency was 11 out of 27 total students who disagree with the statement and the percentage was 40.7% of the total responses. 83 table 11. the respondent responded towards statement 10 no statement sa a nt d sd 10. padlet is not affective because lack of interaction between students and instructor 1 7 3 8 8 based on data from table 11, it showed that there were similar results in the number of students between who disagree and strongly disagree. each got a frequency of 8 out of 27 students with a percentage of 29.6% respectively. table 12. the respondent responded towards statement 11 no statement sa a nt d sd 11. padlet makes the material unpresented well by teacher 0 9 5 3 10 based on data from table 12, it showed that most of the students answered strongly disagree with the statement. they answered that when writing descriptive texts using padlet, the material could still be presented properly by the teacher. from these data, it could be seen that the frequency was 10 of 27 students strongly disagree with the statement and the percentage was 37.1% of the total responses. table 13. the respondent responded towards statement 12 no statement sa a nt d sd 12. padlet requires good smartphone to be used in classroom 14 9 3 1 0 based on data from table 13, it provided information that most students answered strongly agree with the statement. they answered that when using padlet as a media in writing descriptive text, it required a smartphone with good specifications to be used in the learning process. as a result, 14 of the 27 students answered strongly agree with the statement with a percentage of 51.8% of the total responses. 84 table 14. the respondent responded towards statement 13 no statement sa a nt d sd 13. padlet requires stable internet connection to be used in classroom 15 9 1 0 2 based on data from table 14, it showed that most of the students answered strongly agree with the statement. they answered that to write descriptive text using padlet, a stable internet connection was required for using the smartphone in the classroom. from the data, it could be seen that the frequency was 15 of the 27 students strongly agree with this statement and the percentage was 55.5% of the total responses. table 15. the respondent responded towards statement 14 no statement sa a nt d sd 14. writing descriptive text by using padlet is difficult for me than without padlet 1 5 7 12 2 based on data from table 15, it showed that most of the students answered disagree with the statement. they did not agree that writing descriptive text using padlet was difficult for them than without padlet. from the data, it could be seen that the frequency was 12 of the 27 students answered disagree with the percentage of 44.4% of the total responses. table 16. the respondent responded towards statement 15 no statement sa a nt d sd 15. padlet is very costly for me 2 12 5 7 1 based on data from table 4.22 and 4.7, it showed that most students answered agree with the statement. they answered that to write descriptive texts using padlet, it was quite expensive for them. from the data, it could be seen that the 85 frequency was 12 out of 27 students agree with the statement and the percentage was 44.4% of the total responses. according to obtained findings from each questionnaire response, the writer concluded that students‟ perception of the use of padlet in developing students‟ descriptive text writing had influence in their descriptive text writing ability. therefore, students responded that they had positive perception of using padlet in their descriptive text writing. related to the findings of the study, the students seemed to find padlet a suitable tool for learning. they were interested in seeing their friends‟ comments, and sharing on the platform. this was perhaps due to the fact that the tool was easy to use. as jaganathan (2016) stated that padlet helps in giving students an enriching writing experience through. padlet provides students a platform for sharing their writing with teachers and peers. additionally, wood (2016) stated that padlet can also be an “exit ticket” or interactive assessment tool to use in the classroom instead of the traditional (yet sometimes boring) pen and paper. according to research finding, the writer found significant difference in teaching descriptive text to efl students in one of senior high school in ciamis between who are taught by using padlet and those who are not. moreover, it can be seen that padlet can develop students‟ descriptive text writing ability. this study was in line with the study from haris et al. (2017) conducted the research entitled “the effectiveness of using padlet in esl classroom”. the findings indicated that the use of padlet is effective in enhancing students‟ performance in language learning. in answering the second question, the writer administrated the questionnaire to find out students‟ perception on teaching descriptive text by using padlet application. students responded that they had positive perception of using padlet in their descriptive text writing. this study also was in line with the study from fuchs (2014) conducted the research entitled “the writing is on the wall: using padlet for whole-class engagement”. the result of this study revealed that using padlet in instruction has provided a non-threatening space for the collection and curation of collaborative classroom work. all students have the 86 ability to contribute and learn from one another and all voices can be heard on a graffiti wall. conclusions after completing this research, the writer concludes that padlet can give contribution in students‟ descriptive text writing mastery in tenth grade of one senior high school in ciamis. from the statistical computation, it can be concluded that the value of t-test (3) is higher than the value of t-table (2,000). therefore, it can be concluded that there is a significant difference in students‟ descriptive text writing ability between those who are taught by padlet and those who are not. in answering the second research questions, the writer concluded that students‟ perception of the use of padlet in developing students‟ descriptive text writing had influence in their descriptive text writing ability. therefore, students responded that they had positive perception of using padlet in their descriptive text writing. references alwasilah, a. c. 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(2016). padlet a graffiti wall for today‟s agricultural teacher. the agricultural education magazine. 20-26. kentucky. https://jurnal.unigal.ac.id/index.php/jall/index https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 received accepted published december 2019 january 2020 february 2020 intercultural communication sensitivity in global academic networking: efl teacher trainees’ perceptions andi rustandi andru.unigal@yahoo.co.id universitas galuh ciamis, indonesia iskhak said iskhakunigal@gmail.com universitas galuh ciamis, indonesia jonathan rante carreon carreonjrc@gmail.com huachiew chalemprakiet university, thailand sazuliana binti sanif zuliana@uthm.edu.my universiti tun hussein onn, malaysia abstract the present study is aimed at uncovering efl teacher trainees‟ perceptions of intercultural communication sensitivity, required as their ways of facing global networking. using intercultural sensitivity scale (iss) proposed by chen and stratosta (2000), this survey involved the third grade of efl teacher trainees (n=50) of a private teacher education college in ciamis, west java, indonesia who had taken advanced language skill courses, pedagogical basics, teaching methodology, and cross-cultural understanding subject. the closed-ended questionnaires were administered to get their responses towards the options ranging from 1 to 5, the least and the most sensitive level. the percentage calculation of frequencies of the number of trainees‟ responses revealed the trainees‟ tendencies. the findings indicated that the trainees had positive perceptions of the necessity of having cultural sensitivity under three categories: engagement, enjoyment, and confidence. the finding suggests a high possibility for the department to foster the trainees‟ cultural competence for their own pedagogical considerations for their future teaching practices. keywords: intercultural communication sensitivity, global academic networking, cultural competence. introduction recent information and communication era challenges both teachers and students to be literate in all aspects of life and at the same time able to encounter different cultural communications among communities in this globe. that demand gives jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 2 implications to the efl education to prepare teacher trainees to have cultural competence and high sensitivity towards different cultural contexts. the sensitivity of the students towards the culture needs to be improved from time to time. culture changes from time to time and it can also change the social and economic development, exchange with the other cultures, take shape and change with developments” (sezer and kahraman, 2016). based on the changes above, the english teacher trainees need to cope with the cultural exchanges of time to time. intercultural communication competence is the ability to show effective communication behaviors and to accomplish goals in a different cultural environment (chen and startosta in sezer and kahraman 2016). however, intercultural communication sensitivity according to bennet (2003) is “the ability to discriminate and experience relevant cultural differences”. this developmental model of intercultural sensitivity (dmis) has six stages: denial, defense reversal, minimization, acceptance, adaptation, and integration (bennet, 2003). dmis represents a set of prospective value to understand and to complete experience of culture. besides that, it provides the structure for understanding how people experience cultural differences. many studies have investigated the intercultural communication sensitivity dealing with teachers such as sezer and kaharaman (2016); koroglu (2016); cubukcu (2013); leutwyler et.al. (2014. those studies emphasized the investigation of the measurement of teacher intercultural sensitivity from different perspectives. the perspectives above are viewed as the important variables in the research due to teacher sensitivity in facing the global dimension. dealing with the importance of the teachers towards intercultural sensitivity, sezer and kahraman (2016) investigated the relationship between the personal qualifications of preschool and classroom teacher candidates and their intercultural sensitivities. the result found that there is a significant difference in intercultural sensitivity levels of classroom teacher candidates in favor of teacher candidates who express that they have friends from different countries. this result is determined by other variables such as reading cultural books, participating in learning the foreign culture, and following website foreign culture. according to koroglu (2016), foreign language teachers have a very significant role to open their students‟ minds to other cultures and prepare them for intercultural communication. this statement immerged from the study about teacher candidates' sensitivity in pre-service training towards cultural differences. the result showed that english language teacher candidates enjoy jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 3 interacting with people from other cultures and they are sensitive towards cultural differences and complexities. in the same area, cubukcu (2013) investigated teachers‟ intercultural sensitivity towards culture teaching in the curriculum. in this regard, bennet's intercultural model was used to measure the level of readiness of the teachers‟ sensitivity. through this model, it is found that the teacher trainees integrate language teaching objectives with culture teaching. however, herlina (2018) said that english teachers in indonesia need to do remarkable practices because it occurs in the complex ecologies of individual, social, cultural settings and in the interactions of local and global contexts. hence, leutwyler & mantel (2014) proposed that the belief of intercultural education, the teachers depend on the level of intercultural sensitivity level. however, the previous studies on intercultural communication involved mainly the teachers in the schools and teacher training in the esl context, in view of this, the present study examined the students (teacher candidates) intercultural sensitivity in a private university in efl context. given that situation, the research questions for this study are as follows; 1) how do efl teacher trainees perceive intercultural communication sensitivity? 2) which categories among the levels of cultural communication sensitivity will be evident? intercultural communication sensitivity the definition of intercultural communication sensitivity is viewed by the experts differently. the reason is that each expert has a different background of knowledge. for instance, chen and stratosta (2000) define intercultural communication as an umbrella of intercultural communication competence and intercultural communication competence as a combination of intercultural awareness, intercultural sensitivity ability. in this regard, then, chen (2010) define the term of intercultural sensitivity as the ability of individual development of emotion toward the understanding and appreciating the different culture that promotes effective and appropriate behavior in intercultural communication. however, bennet in chen (2010) views the definition of intercultural communication sensitivity as the transformational process of individuals from the ethnocentric stage to ethnorelative stage which has six stages that consisted of denial, defense, minimization, acceptance, adaptation, and integration. each of stages has different explanation such as denial means the person denies the existence of cultural differences, defense means the person attempt to defend their jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 4 own worldviews facing the perceived threat, minimization means the persons protect their own values concealing differences under the cover of cultural similarities. then, the acceptance stage is the person begins to recognize and accept cultural differences both cognitive or behavioral level. the next stage is adaptation where the person develops sensitive and emphatic skills to adapt to the cultural differences and move into a bicultural-sensitivity or multicultural level. the last stage is integration where the persons are able to establish an ethnorelative identity and enjoy the cultural differences. as a result, an intercultural sensitive person is a person who has the ability to receive positive emotional behavior before, during and after the interaction. global academic networking and intercultural sensitivity the sensitivity of intercultural communication contributes significantly to global competence. the definition of global competence has a relationship with the competence of language and culture. in other words, having global competence means having intercultural communication skills. the candidates should aware of different cultures and different languages. aside from the benefits of the sensitivity of the english teacher candidates in their communication with other cultures, it also will give a contribution towards the classroom interaction. the knowledge of culture will develop an interesting interaction. according to rustandi (2013), the success of the teaching-learning process will depend on the interaction that happened in the classroom. as a result, the candidates of the english teacher should be sensitive towards the student's different cultures to get more engagements in the classroom interaction. method the research employed a mix-method approach by collecting the data by delivering close-ended questionnaires and open-ended questionnaires to determine the personal teacher's intercultural sensitivity which was taken from chen and stratosta (2000). the questionnaires that consisted of forty-four questions were given to the candidates of the english teacher of the third grade or sixth semester in the university. the candidates of the english teacher were chosen because they have taken the teaching practice course and cross-culture understanding course where intercultural communication has been taught this semester. fifty efl teacher trainees (of the third year) of a private teacher training college in indonesia participated in this survey. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 5 a survey was employed for collecting data and analyzing the data at one point in the time only. in analyzing the data, a five-point likert-scale proposed by kothari (2004) was adopted in this research to foster the teacher candidates' intercultural sensitivity. the second questionnaire that consisted of five questions by highlighting their reasons towards their answer. this question was aimed at finding out the level of sensitivity of the teacher candidates in facing intercultural communication situations adapted from the intercultural sensitivity level proposed by chen and stratosta (2000). besides that, the findings were then analyzed using descriptive statistics involving frequency, percentage and mean were employed. as for identifying the level of readiness, descriptive analysis was taken to describe the english teacher candidates' readiness in facing the intercultural situation. in analyzing the level of the teacher candidates used koroglu (2016) namely interaction engagement, interaction enjoyments, interaction confidence, interaction attentiveness and respect for cultural differences findings and discussion in order to investigate the teacher trainees‟ intercultural sensitivity, the intercultural sensitivity scale (iss) was administered to third graders of the english teacher trainees. the researchers used descriptive statistics to analyze the data. as a data collection tool comprised of various domains of intercultural sensitivity, the frequency of each item was presented in detail. english teacher trainees’ responses to intercultural sensitivity on the basis of the findings from the closed-ended questionnaire, the english teacher trainees have various opinions in responding to their sensitivity. it can be seen that they a positive attitude toward the other cultures and they are ready to notice the nuances and differences and can take initiatives to adapt themselves to the changing situations. however, they feel worried when colleagues from another country wish for something or change their habits and culture. in this regard, the english teacher trainees were easy to adjust to their habits by saying that the colleagues are hosts in their country and it is their duty to make them feel home. the responses of the english teacher trainees are as follows. table 1 intercultural sensitivity response no questions 5 4 3 2 1 1 i am pretty sure of myself in interacting with people from 10 10 30 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 6 different cultures. 2 i find it very hard to talk in front of people from different cultures. 40 10 3 i always know what to say when interacting with people from different cultures. 50 4 i can be as sociable as i want to be when interacting with people from different cultures. 10 40 5 i often feel happy about interacting with people from different cultures. 10 10 10 10 10 6 i don't like to be with people from different cultures. 20 30 7 i feel shy when being with people from different cultures. 40 10 8 i get upset easily when interacting with people from different cultures. 30 20 9 i know my culturally-distinct counterpart is interested in my point of view during our interaction. 40 10 10 i often get discouraged when i am with people from different cultures. 40 10 11 i am aware of when i have hurt my culturally-distinct counterpart's feelings during our interaction. 50 12 i often feel useless when interacting with people from different cultures. 10 30 10 13 i can tell when i have upset my culturally-distinct counterpart during our interaction. 40 10 14 i think my culture is better than other cultures. 40 10 15 i can tell when my culturally-distinct counterpart is paying attention to what i am saying. 40 5 5 16 i feel discouraged when people from different cultures disagree with me. 10 20 20 17 i think people from other cultures are narrow-minded. 20 30 18 i respect the values of people from different cultures. 10 20 5 15 19 i respect the ways people from different cultures behave. 30 20 20 i would not accept the opinions of people from different cultures. 20 30 21 i act naturally in a culturally different group. 10 20 20 22 i find it is difficult to disclose myself to people from different cultures. 20 20 10 23 i get embarrassed easily when interacting with people from different cultures. 10 20 20 24 i find it is easy to talk to people from different cultures. 10 10 10 10 10 25 i have a problem knowing my culturally-distinct counterpart's motives during our interaction. 20 20 10 26 i try to obtain as much information as i can when interacting with people from different cultures. 10 20 10 10 27 i often deny the existence of cultural differences among people. 20 10 20 28 i am sensitive to my culturally-distinct counterpart's subtle meanings during our interaction. 10 10 20 10 29 i am very observant when interacting with people from different cultures. 5 20 10 15 30 i find it is not easy for me to make friends with people from different cultures. 20 20 10 31 i am keenly aware of how my culturally-distinct counterpart perceives me during our interaction. 5 20 20 5 32 i am not willing to join a group discussion with people from different cultures. 10 10 30 33 i often give positive responses to my culturally different counterpart during our interaction. 25 10 15 34 i feel confident when interacting with people from different cultures. 25 20 5 35 i am open-minded to people from different cultures. 20 10 10 10 36 i have a problem sensing what is inside my culturally-distinct counterpart's mind during our interaction. 45 3 2 1 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 7 37 i often appreciate different views raised by people from different cultures. 17 30 10 2 1 38 i find it is difficult to reach mutual understanding with people from different cultures. 30 20 39 i often show my culturally-distinct counterpart my understanding through verbal or nonverbal cues. 10 20 11 9 40 i often sincerely listen to my culturally-distinct counterpart during our interaction. 20 10 10 5 5 41 i have a feeling of enjoyment towards differences between my culturally-distinct counterpart and me. 20 15 10 3 2 42 i enjoy interacting with people from different cultures. 15 10 10 15 43 i avoid those situations where i will have to deal with culturallydistinct persons. 20 30 44 i tend to wait before forming an impression of culturally-distinct counterparts. 10 20 10 10 from the table 1, the english teacher trainees, most of them show that they responded to the positive attitude towards cultural differences. it means that they enjoy interacting with other people. however, some of them respond negatively to cultural differences. it can be seen from the participants responded that they were still worried about the language that cannot be understood by them when they are interacting. for example, they tend to wait before forming an impression when they face different cultures. the positive attitude of the english teacher trainees is on item 1 i am pretty sure of myself in interacting with people from different cultures. in this regard, the response is 20 % =strongly agree, 20% agree and 60 % uncertain. then another positive attitude is on item 5 i often feel happy about interacting with people from different cultures by 10 %. this item presented they are open-minded to interact with different cultures. as for their respect (item 19, they act positively toward the different cultures with 40 or 80%. in item 21, their positiveness on the different cultures, they behave naturally in respecting the phenomena. in item 29i am very observant when interacting with people from different cultures, by 5 strongly agree and 20 agree towards this case. the positive attitude were also immersed from the respondent such as the item 5,13,15,16,18,24,29,35,36,38, and 43. in these items, they tend to act negatively towards different cultures. item 5 showed that 10 respondents uncertain, 10 respondents disagree and 10 respondents strongly disagree. it means that they felt not happy when they are interacting with different cultures. then, with respect to like and dislike to be with people from different cultures, 30 respondents respond uncertainly. the next item on i can tell when i have upset my culturally-distinct counterpart during our interaction, 40 uncertain respondents, and 10 disagree respondents. another item is on i can tell when my culturally-distinct counterpart is paying attention to what i am saying, 5 uncertain and 5 disagree. and then, in item 16 in responding to the discouraging act when other people disagree, 20 uncertain respondents and 20 disagree respondents. in the item of 18 which is dealing with respecting the values of other people, 15 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 8 respondents disagree. it means that they do not respect values from other cultures. then, item 24 on i find it is easy to talk to people from different cultures, there are 10 uncertain respondents, 10 disagree respondents and 10 strongly disagree respondents. in this regard, it means that there is some candidate of the teachers that do not easy to talk with people from a different culture. regarding item 35 on i am open-minded to people from different cultures, 10 uncertain, 10 disagree and 10 strongly disagree. it means that some of them are not openminded toward different cultures. the item on i have a problem sensing what is inside my culturally-distinct counterpart's mind during our interaction, 45 strongly agree and 3 agree. it means that involved their emotion when they face different culture. also at the 38 items on the difficulties in reaching a mutual understanding that they have difficulty to reach a mutual understanding by 30 respondents strongly agree and 20 agree on the respondent. the last item on i avoids those situations where i will have to deal with culturally-distinct persons, by 20 agree on respondents and 30 uncertain respondents. in this regard, the english teacher candidates will avoid when they meet other people of different cultures. the level of the english teacher trainees of intercultural sensitivity based on the result above, the teacher's sensitivity to intercultural communication can be traced from the level of classification such as interaction engagements, interaction enjoyments, interaction confidence, interaction attentiveness, and respect of cultural differences. the classification of this level based on the classification of koroglu (2016).the definition interaction engagement (ieng) is the participant‟s feelings towards participation in intercultural communication. then, respect for cultural differences (rcd), the participant orients to or tolerates their counterparts' culture and opinion. another classification is interaction confidence (iconf) that the participant is confident in the intercultural setting. next, interaction enjoyment (ienj) is the participant‟s reaction towards communicating with people from different cultures. then the last is interaction attentiveness (iatt) that is the participant‟s effort to understand what is going on in intercultural interaction (bonte, 2014). interaction engagement the first domain is interaction engagement which is related to participants‟ willingness for intercultural communication and items such as 1, 11, 13, 21, 22, 23 and 24 are related to the domain. they seem to be uncertain when they interact with people from different cultures. in responding to the first question related to i am pretty sure of myself in interacting with people from different cultures, the highest score is 60 % english teacher candidates is uncertain about their self to interact with someone forms jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 9 other culture. then, related to the questions i am aware of when i have hurt my culturally-distinct counterpart's feelings during our interaction, about 100 % of the candidates of the teachers is uncertain about having hurt when they interact with different cultures. moreover, regarding the, i can tell when i have upset my culturallydistinct counterpart during our interaction, they respond that 80 % they feel upset when they engage to make interaction. then, the next questions, i act naturally in a culturally different group, they mostly answered that 40 % were naturally acted when they engage in interaction. then, the next item on the i get embarrassed easily when interacting with people from different cultures, 80 % of most candidates of the teachers respond uncertainty when they engage with different cultures. the last item is on i find it is easy to talk to people from different cultures, the students feel uncertain around 10 %. it means that there were 5 respondents that do not easy to talk with other people from different countries. table 2 interaction engagement item 5 % 4 % 3 % 2 % 1 % 1 10 20 10 20 30 60 11 50 100 13 40 80 10 20 21 10 20 20 40 20 40 22 10 20 20 40 20 40 23 20 40 20 40 10 20 24 10 20 10 20 10 20 10 20 10 20 interaction enjoyments the second domain of the scale is related to interaction enjoyment. it consists of three items. items 9, 12 and 15 questions whether participants feel positive emotions during interaction with people of other cultures. these emotions are stated in items such as useless, feelings of discouragement and getting upset. participants agree and strongly agree with the items in this domain. thus, participants enjoy the interaction, are productive during interaction and have a cooperative role to carry out interaction. the results suggest that english teacher candidates enjoy the interaction with people of other cultures. table 3 interaction enjoyments item 5 % 4 % 3 % 2 % 1 % 9 40 80 10 20 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 10 12 10 20 30 60 10 20 15 40 5 10 5 10 interaction confidence the third domain is related to confidence in interaction. the domain is questioned with five items. the results of this item present that most of the participants have uncertain confidence in interaction with people from different cultures. according to findings that are presented above, third-year students of the english language education department have confidence in interaction with people from other cultures. table 4 interaction confidence item 5 % 4 % 3 % 2 % 1 % 3 50 100 4 10 20 40 80 5 10 20 10 20 10 20 10 20 10 6 20 40 30 60 10 40 80 10 20 interaction attentiveness the fourth domain of the scale is interaction attentiveness. the domain is investigated through three questions. the majority of the participants attentively listen and cooperate in interaction. the last item of the domain questions whether or not participants are sensitive to their culturally-distinct counterparts‟ subtle meanings during their interaction. the results show that the majority of the participants tend to be sensitive to subtle meaning in interaction. table 5 interaction attentiveness item 5 % 4 % 3 % 2 % 1 % 14 40 80 10 20 17 20 40 30 60 19 30 60 20 40 respect for cultural differences the fifth domain of the scale is respect for cultural differences. items 2, 7 and 18 present a negative attitude towards other cultures. the results of these items show that participants agree or and uncertain about these items. the results indicate that participants do not reject culturally different counterparts‟ opinions and enjoy being jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 11 with people from different cultures. also, participants are open to people of other cultures. the results show that the majority of english language teacher candidates respect other cultures‟ values and culture-bound behaviors. as bennett (1993) mentions, people at ethnocentric stages may perceive the world from their own cultural view. as a result of the domain, present participants accept other cultures and respect their values. the results also indicate that english language teacher candidates have a shift from ethnocentric stages to ethnic relative stages. table 6 respect cultural differences item 5 % 4 % 3 % 2 % 1 % 14 40 80 10 20 17 20 40 30 60 19 30 60 20 40 conclusion the findings presented significant results in terms of efl teacher trainees‟ intercultural communicative competence, intercultural sensitivity and their perspective towards cultural differences. in conclusion, they have a positive attitude towards cultural differences and they respect other cultures‟ values and culture-bound behaviors. as the results showed, efl teacher trainees enjoy the interaction with people from different cultures and they are eager to communicate. in addition, according to the results, they are confident during the communication process in „third place‟. the results indicate that they are open to different cultures and they accept their existence as well. regarding the level of intercultural sensitivity, efl teacher trainees resemble the level of acceptance stage. it means that they begin to recognize and accept cultural differences both cognitive and behavioral level. as a matter of fact, it can be seen from the level of intercultural communications of interaction engagements, interaction enjoyments, interaction confidence, interaction attentiveness, and respect for cultural differences. in this respect, the results of current research present quite positive perspectives in terms of the level of intercultural communication. the important result is that participants think their culture is superior to other cultures. this result can be interpreted that efl teacher trainees in indonesia have limited opportunities to learn about other cultures through experience. the present study reveals that efl teacher trainees who participated in this study are intercultural sensitive people and they have the necessary capabilities to teach and use english in intercultural settings. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 12 references bennett, milton j. (1993). "towards a developmental model of intercultural sensitivity" in r. michael paige, ed. education for the intercultural experience. yarmouth, me: intercultural press. bonte. (2014). intercultural sensitivity as a result of educational design: a continued panel study. netherland:univesity of twente chen. (2010). the impact of intercultural sensitivity onethnocentrism and intercultural communication apprehension. intercultural communication studies. 19 (1), 1-9 chen and stratosta. (2000). the development and validation of intercultural sensitivity scale.university of rhode island. retrieved from digital commins@uri cubukcu.(2013). pre-service english teachers‟ intercultural sensitivity. international journal of human science. volume 10, issue 1, year 2013 herlina, r., kurnia, a., & faridah, d. (2018). teachers‟ perception on classroom action research in english education among english teachers in ciamis west java. jall (journal of applied linguistics and literacy), 2(1), 45-49. koroglu (2016). measuring english language teacher candidates‟ intercultural sensitivity: a key element to foster intercultural communicative competence. international online journal of education and teaching (iojet), 3(1). 43-52. http://iojet.org/index.php/iojet/article/view/118/121 leutwyler, et al. (2014). teachers‟ beliefs about intercultural education:different levels of intercultural sensitivity in schoolingand teaching.educational research (issn: 2141-5161) vol. 5(8) pp. 280-289, september 2014 rustandi.(2013). meaning negotiation between teacher and students in a fledgling international standardized school. international journal of english and education. vol. 2, issue 3, july 2013. seeberg. (2012). enhancing cross-cultural competence in multicultural teachers education: transformation in global learning. ken state university sezer and kahraman. (2016). evaluating personal qualification of teacher candidates in terms of intercultural sensitivity level. universal journal of educational research. 4(12a): 1-6. https://jurnal.unigal.ac.id/index.php/jall/index https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 received accepted published december 2019 january 2020 february 2020 question answer relationship (qar) strategy in critical reading on narrative text wila suswika wsuswika2@gmail.com universitas galuh ciamis, indonesia rina herlina rherlina85@yahoo.co.id universitas galuh ciamis, indonesia didih faridah didihfaridah@gmail.com universitas galuh ciamis, indonesia abstract this study figured out the way a teacher implement of qar strategy in critical reading on narrative text, and investigate students overcome the difficulties in answering narrative text questions by using qar strategy in critical reading. this study used a case study as a research design. the participant was an english teacher and twenty students of tenth grade in one of senior high school in tasikmalaya, indonesia. several instruments were used to collect the data. the first was classroom observation, it was analyzed by transcribing and drawing the conclusion. the second was an interview with the english teacher, it was analyzed by describing the teacher answer, and the last was students' reflective journal that was analyzed by describing students’ opinions. the result showed that the qar strategy was helpful for students not only to answer the questions but also to understand the text and can help them in critical reading when answering the narrative text questions. most of the students argued that to overcome the difficulties in answering narrative text questions by using the qar strategy, students have to understand the whole text with correctly, they can associate the text with their background knowledge and experiences in their lives. keywords: question-answer relationship (qar) strategy, critical reading, narrative introduction teaching and learning are kinds of activities that can be complex and need to be noticed. teaching can be said as a work art activity because teaching needs good preparation. learning involves the activities of students that encourage using their prior or background knowledge. students at a different level have some significant problems because there is no instruction to stimulate their learning process. questioning is one of the reading strategies which can be practiced with texts including answering literal, inferential and evaluative questions (sumilia, e., puspita, elfrida, 2019). students must have a jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 96 strategy to recover the problem while reading and answer the questions based on the text given (siregar, afriazi, arasuli, 2019). one of the strategies in answering narrative text questions is question-answer relationships (qar) strategy which deals with the question. individuals who are aware of critical reading strategies can read at an advanced level and think about the function of the text. question-answer relationship (qar)) is a basis for teaching three comprehension strategies: locating information; showing text structures and how the information is organized; and determining when an inference or reading between the lines is required. qar also shows students the relationship between questions and answers, how to categorize different types and levels of questions as well as how the text does not have all the answers. one of the texts that the writers concentrated on is narrative text. the text is taught by the teacher in the tenth graders. reading narrative text also deals with various phenomena that lead the reader to think or to find a solution (putriyantina & said, 2018). the narrative text is a text which tells about a story and, in doing so, amuses or informs the reader or listener. the generic structures of narrative text are orientation/exposition, complication/rising action, resolution, and coda/moral value. related to critical reading, qar strategy can help students get more from their reading by showing them how to find and use information from a text to answer teacher’s questions (lehr & osborn, 2005: 19). in order to know whether students comprehend what they read, the teacher can ask them to answer reading comprehension questions. it may be an indication that students have a low ability to reading if then they cannot answer many questions correctly. traditionally, having students answer teacher-created questions has been an accepted practice for guiding as well as assessing student comprehension. according to the types of questions, there are explicit and implicit questions. students must have a strategy to recover the problem while reading and answer the questions based on the text given. however, while answering narrative text questions, the students often feel difficult to answer the questions based on the text. one of the critical reading strategies that the writer discusses is question-answer relationships (qar) strategy which deals with the question. individuals who are aware of critical reading strategies can read at an advanced level and think about the function of the text. furthermore, by implementing qar strategy the students can answer the questions well. referring to the background of the study, the researcher formulated the research question jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 97 to highlight the research on what terms will be conducted were; how does the teacher implement question-answer relationship (qar) strategy in critical reading on a narrative text?, and how do the students overcome the difficulties in answering the narrative text question by using qar strategy in critical reading? from the research questions, the researchers stated the purposes of the present study are to figure out the way the teacher implements the qar strategy in critical reading on the narrative text, and investigating students overcome the difficulties in answering the narrative text question by using qar strategy in critical reading. method this study was a case study method. the subject of this study was an english teacher and twenty students of xi-mipa class in one of the senior high schools in tasikmalaya because the class received the narrative text in the second semester. the ximipa class was chosen based on the teacher’s consideration and suggestion that this class was very active and attractive while receiving the english subject in the morning so that they were still fresh to receive the material. there were some instruments used by the writer in conducting this research, those are observation, interview, and students’ reflective journal. the study was conducted in three times which were on february 14 th , february 21 st and february 28 th . furthermore, observation and interviews were used to answer the first research question about the way the teacher implements the qar strategy in critical reading on the narrative text. meanwhile, students’ reflective journal was used to answer the second research question about investigating students overcome the difficulties in answering narrative text question by using the qar strategy in critical reading. findings and discussion based on the result of classroom observation, the teacher had implemented all the procedures of the qar strategy. in the main activity of the teaching and learning process, firstly the teacher started with asked students background knowledge related to the material. then, the teacher gave a text about the fox and the goat story and checked students understanding about the text before they discussed it together. furthermore, the teacher asked students with many questions those include the type of questions in the qar strategy. in line with moreillon (2007), question-answer relationship (qar) strategy asked the students to classify the questions by the source of their answers. it could be a jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 98 question literal which the answer found in the specific place in the text. the question could be inferential which was found by combining the information in the text and the background knowledge of the reader or was the questions evaluative or creative level which make a judgment or state an opinion. after conducted the classroom observation, the writer did the interview with the english teacher about the teacher’s way of implementing the qar strategy in critical reading on the narrative text. based on the result of the interview, the teacher used the qar strategy aimed to help students in understanding the narrative text, help them how to find and use information from a text to answer the questions easily which improves their critical reading too. related to the data above, in line with lehr & osborn (2005, p. 19) explained that qar strategy can help students get more information from their reading by showing them how to find and use information from a text to answer teacher’s questions. for the second question, the teacher answered that qar strategy is important for students in learning to be a critical reader and this strategy helpfulness for students in answering narrative text questions with the type of questions. then, for the third question, the teacher argued that using qar strategy get a good influence on students in improving students' critical reding in answering narrative text questions. it same as explained by raphael (2005, p. 237), that question answer relationship (qar) strategy helps individuals to develop thinking strategies and using this strategy students get a better understanding of the text learned. afterward, for the fourth question, the teacher explained how to use the question-answer relationship (qar) strategy in critical reading on the narrative text. then for the last question of interview, the teacher told about the difficulties in using question answer relationship (qar) strategy those are; the students need to understand the text truly and this strategy also has some type of questions from the easiest to the least difficult in answering narrative text questions then make students required to think and read critically. based on the result above, the writers found that the teacher used question answer relationship (qar) strategy aimed to help students in understanding the narrative text, help them how to find and use information from a text to answer the questions easily which improves their critical reading too. in line with theory by raphael (2005, p.135) the question answer relationship (qar) strategy requires the students to think and use inferential thinking in order to answer the question then, the teacher had implemented all the procedures of qar strategy based on raphael. those are; firstly, distribute a narrative jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 99 text to the students. then, ask them to read a text carefully. after reading a narrative text, ask the students to answer the question by using the types of qar. furthermore, the students to analyze their answers based on types of qar. finally, discuss the problem experienced and ask students opinion which types are easier to find in answering narrative text questions by using qar strategy by writing it in a simple learning journal i n indonesian. the last instrument of this research is students’ reflective journal to answer the second research question about investigating students overcome the difficulties in answering narrative text questions by using question answer relationship (qar) strategy in critical reading. this instrument was conducted after the interview. in obtaining the data of students’ reflective journals, the writer was analyzed by transcribing, categorizing, describing and interpreting all the data from the students. in collecting the data from students’ reflective journals, the writers divided it into four parts to make it easier in analyzing and interpreting the data from all the students. in the first part, there were twelve students said that to overcome the difficulties in answering narrative text questions by using question answer relationship (qar) strategy in critical reading, they had to get a well understanding of the text to answer difficult questions using question answer relationship strategy. the second part, there were three students (student 13, student 14 and student 15) said that in facing the difficulties in answering narrative text questions using this strategy they can associate the questions with their experience in their everyday life. in the third part, there were two students (student 16 and student 17) said to overcome the difficulties in answering narrative text questions by using question-answer relationship (qar) strategy in critical reading they could look for vocabulary that they did not know the meaning. then they would understand the sentences that were not understood before in order to answer the questions. in the last part, there were three students (students 18, student 19 and student 20) who said that when they found it difficult to understand the meaning of the text that implied, they could ask their friends or the teacher for discussing and helping in understanding the text. based on the results from students’ reflective journal, most of the students said that to overcome the difficulties in answering narrative text questions using question answer relationship (qar) strategy, firstly the students have to understand the whole text with correctly, so they can answer various difficulties questions which sometimes implies a lot of meaning. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 100 the students were asked to identify whether the information they used to answer the questions about the text was textually explicit or implicit information. in addition, question answer relationship (qar) strategy helps students learn to get better understand the text. three students said that they can associate the text with experiences in their lives, then they can answer the questions based on it. two students argued that they can look for the vocabularies that there is in the text and they do not know the meaning in order to understand the text. the last three students said that they can ask and discuss to the teacher or their friends to helped them in understanding the sentences that they do not know the meaning. in line with theory by raphael (2006, p. 56) explained that the implementation of question answer relationship (qar) strategy had to have an obstacle. there were students felt difficult to follow the strategy because basically there was no interesting point of view about english. they were confused to decide the category of the questions or when they had to think the information through the text. furthermore, teachers can help to guide the students in learning and can encourage using higher-level thinking. based on the results of this research, question-answer relationship (qar) strategy is helpful for students not only to answer the questions but also to understand the text and can help students’ critical reading in answering narrative text questions. it is beneficial for the students to comprehend and reflect the text they read. it enables them to be more strategic to identify explicit information and recognize implicit information. the result of this study has different from previous studies. some previous studies had analyzed about question answer relationship (qar) strategy. however, the writers tried to analyze with different purposes in identifying the data of previous studies. the first study was done by thi & thuy (2018) in vietnam. this research reports the effects of the question-answer relationship (qar) strategy in english as a foreign language (efl) high school students’ reading comprehension. then the findings show that the question-answer relationship (qar) strategy had positive effects on students’ reading comprehension and add to the contemporary literature the value of using the qar strategy to promote student learning reading. however, the study above is different from this study. they just reported the effects of the question-answer relationship (qar) strategy in english as a foreign language (efl) high school students’ reading comprehension, whereas this study analyzing of question-answer relationship (qar) strategy in critical reading on the narrative text. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 101 the second study was conducted by kurnianingrum (2018). the study was about “the comparative study between question answer relationship (qar) method and translation method on reading skill viewed from the students’ motivation”. this study found that: (1) there is any different influence of the question-answer relationship (qar) method and translation method toward students’ reading skill for the students, (2) there is different influence of high students’ motivation and low students’ motivation toward students’ reading skill for the students, (3) there is any influence of the interaction between question answer relationship (qar) method and translation method as well as students’ motivation toward students’ reading skill for the students. however, the difference between the study above with this study is the writers analyzed about question answer relationship (qar) in critical reading on the narrative text. whereas he did the comparative study between question answer relationship (qar) method and translation method on reading skill viewed from the students’ motivation. the third study was done by fard & nikou (2014). he carried out in order the study to identify the efficiency and the effects of questionanswer-relationship (qar) strategy on the reading comprehension ability of efl students in first-grade high school of mohaddeseh, urmia, iran. the results of this study cater for several incentives for the researchers in the fields of applied linguistics, psychologists, language teaching methodology, english for specific or academic purpose (esp/eap), and many other language-related areas of interest who are interested in improving reading comprehension ability of efl students. however, the difference with this study is the writers in this research analyzing question answer relationship (qar) in critical reading on the narrative text. whereas, he identifies the efficiency and the effects of the question answer-relationship (qar) strategy. conclusion based on the result of the data analysis which were collected by classroom observation, interview, and students’ reflective journal, the writers conclude that question answer relationship (qar) strategy is helpful for students not only to answer the questions but also to understand the text and can help students’ critical reading in answering narrative text questions. it is beneficial for the students to comprehend and to reflect on the text they read. it enables them to be more strategic to identify explicit information and recognize implicit information. besides, using the qar strategy helps jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 102 ensure that there will not be an over-emphasis of lower-level skills and questions that only require students to locate and recall information. then, to overcome the difficulties in answering the narrative question using the qar strategy, the students have several manners such as; they have to understand the whole text correctly, so they can answer various difficulties questions which sometimes implies a lot of meaning. they can associate the text with experiences in their lives, then they can answer the questions based on it. they can look for the vocabularies that there is in the text and they do not know the meaning in order to understand the text. they can ask the teacher or their friends to help them in understanding the sentences they do not know the meaning. references fard, m. h., & nikou, f. r. (2014). the effect of question-answer relationship (qar) strategy on first grade high school efl students’ reading comprehension. international journal of language learning and applied linguistics world, 7(2), 300–312. kurnianingrum, reni , maryadi, sutopo, a. (2018). the comparative study between question answer relationship (qar) method and translation method on reading skill viewed from the students' motivation. thesis, universitas muhammadiyah surakarta. moreillon , j. (2007). collaborative strategies for teaching reading comprehension. chicago: american library association . putriyantina, v., & said, i. (2018). the realization of attitude analysis on male and female second-year students' narrative texts. jall (journal of applied linguistics and literacy), vol. 2 (2). raphael, t.e., & au, k.h. (2005). qar: enhancing comprehension and test taking across grades and content areas. the reading teacher, 59, 206-221. siregar, afriazi, arasuli. (2019). the correlation between reading strategies and reading comprehension achievement of the sixth semester in english education study program of bengkulu university. jall (journal of applied linguistics and literacy), vol. 3 (2), 122-132. sumilia, e., puspita, elfrida. (2019). students’responses toward teachers’questions in senior high school 8 bengkulu. jall (journal of applied linguistics and literacy), vol. 3 (2), 122-132. thi, n., & thuy, b. (2018). the effects of question-answer relationship strategy on efl high school students’ reading comprehension. european journal of english language teaching 34–48. javascript:void(0) javascript:void(0) https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 september 2019, vol. 3 no.2 english education program faculty of teacher training and education galuh university 108 received: accepted: published: july 2019 august 2019 september 2019 students’ responses toward teachers’ questions in senior high school 8 bengkulu evis sumilia english education study program, department of language and art university of bengkulu evissumilia.bkl15@gmail.com hilda puspita english education study program, department of language and art university of bengkulu puspitahilda@gmail.com elfrida english education study program, department of language and art university of bengkulu mrs.elfrida@gmail.com abstract the aims of this research were to find out kinds of student response and the most dominant response used by the second grade students in senior high school. the researcher was designed as a descriptive quantitative research. the population of the research was second grade student in senior high school 8 bengkulu. the samples were 60 students. the data were collected by using a set of questionnaire. there were 25 statements of students‟ responses which consisted of five aspects by moskowitzs in brown (2001). they were student response (specific), student response (open-ended or student initiated), confusion, silence and nonverbal. the result of this study showed the students of senior high school 8 bengkulu preferred to use five aspects of the student response i.e., student response (specific), student response (open-ended or student initiated), confusion, silence and nonverbal. in addition, the most dominant response used by the student is student response 109 (specific). the student more interested in using response specific in answering the teacher question. keywords: students’ responses, teachers’ questions, classroom interaction introduction in indonesia, where english is taught as a foreign language (efl), classroom may be the only place for students to get the most exposure to the language since they do not use english in their daily life. therefore, it is expected that teacher can give enough experience to the target language during the lesson by encouraging the students to participate and to get involved more. to involve students in the learning process in the classroom usually, the teacher gives questions to students to stimulate students' thinking. according to hudson (2012), a question is any sentence which has an interrogative form or function. one of some interactions in the classroom is questioning. questioning is the main part of classroom teaching and is one of the teaching methods to achieve the aim of classroom teaching (andana,2018). the aim of questioning is to check how deep students understand about what they have been taught, to enhance students‟ participation and to promote students‟ creative thinking in the classroom. facilitating questions is teachers‟ way for students to develop their critical thinking skills. as ennis (1996) said that the purpose of asking questions is to build their complex conceptualizations and foster critical thinking. the questioning process is an important part of instruction that allows teacher to monitor students‟ competence and understanding as well as increase thought-provoking discussion. in classroom settings, teachers‟ questions are defined as instructional cues or stimuli that convey to students the content elements to be learned and directions for what they are to do and how they are to do it. there are many roles which can be done by the teacher in the classroom, for example teacher can be controller, director, facilitator, resource giving the materials and giving feedback for the student's work (brown, 2001). however, one of significant role for the teacher in 110 the classroom is giving a question to the students. the goals of teachers‟ question are to make the student understanding about the material that given by the teacher, to get students‟ attention, to make students more active in teaching-learning process and to evaluate students‟ learning in the classroom. usually, the teacher started by opening the session, followed by conducting main activity, and ended with closing the session. in the main activity, the teachers usually given instructions to the students, in order make the student interesting in teaching and learning process in the classroom. thus, as einstein (2016) said that the most important things in the teaching and learning process in the classroom is asking questions to the students. then, the question given by the teacher can be varied. as richard and lockhart (1996) said that three common question types that can be used by the teacher namely procedural, convergent, and divergent question. procedural question is usually used by the teacher to ask the student to do an assignment. then, convergent question that called “yes or no” question. in contrast, divergent question demands more thinking and generate a longer answer and usually this is called open-ended question. from the types of teacher question above, the question that common used by the teacher is open-ended question because, open-ended question encourage student to answer the question in higher level thinking and the student can express their own ideas, and also develop their own opinions. this is evidenced in the research conducted by lee and kinzie (2011), the teacher used more open-ended questions when teaching and learning process and the openended question makes more interactive and more meaningful. in this case, the teacher is the person who starts asking questions to the students and the students are expected to actively give responses to the teachers' questions. response is something said or done in answer; reply or reaction (bennett, 1975). while according to paulina (2002) response is behavioural act, response comes as a result of the entry of stimulus into the same mind with the sense of someone. it means that the response given from students to teacher in the 111 classroom, it depends on how the stimulus provided by teacher to motivate students to more active in the classroom. however, from the researcher observation during internship 2 at senior high school 8 bengkulu city. the researcher found that some problem that students faced in teaching and learning process. sometimes, it is not easy for students to directly respond the questions from the teacher because of some difficulties in responding. the first is students difficult to comprehend the questions from the teacher. it may be the teacher given a question that is not clear to students. second, they have problem with grammar and lack of vocabulary, as we know that both of them are important thing in english. third, students are shy and afraid to respond to the teacher's questions because they are afraid to make mistakes. it is because of the environment and also does not have any support from their friends. it can be influenced to the student in responding to teachers‟ questions. in teaching and learning process the students usually use strategies for responding to teachers‟ question. according to dornyei (1997), there are seven categories of response strategies; avoidance strategy, accommodative strategy, asking for clarification strategy, no response strategy, excuse strategy, denial strategy and apology strategy. then, in the previous studies conducted by wensi (2018) student‟s strategies in responding to teacher‟s oral questions. found that the strategy commonly used by students is asking for clarification strategy. in addition, the most frequently used by students is the avoidance strategy. from the explanation above, it can be concluded that students have some problems in responding to teachers‟ question. so, this research will be different from previous research because this research investigated about students' response toward teachers' question that student used in the classroom at senior high school students. in here, this research focus on five components in students' response; student response (specific), student response (open-ended or student-initiated), silence, confusion, and nonverbal by moskowitz‟s in brown. 112 there were two research questions that should be answered in this research, those were: (1) what kinds of responses used by the student in responding to teachers‟ questions? (2) what is the most dominant responses used by the student in responding to teachers‟ question? method this research used descriptive quantitative. in the form of survey creswell (2002) point out that quantitative research is a type of research that is explaining phenomena by collecting numerical data that are analyzed by using mathematically based methods (in particular statistics). furthermore, the population of this research were the second grade student in senior high school 8 bengkulu. they consisted of three classes; ipa1 had 33 students, ipa2 had 34 students and the last is ipa3 had 34 students. the total population was 101 students. in this research used questionnaire to collect the data. the questionnaire was adapted from moskowitz‟s in brown (2001). the questionnaire consisted of 30 statements that related to students‟ response in responding to teachers‟ questions. before the researcher administrated the questionnaire to the student, the researcher determined to takes 10 students of the population for trying out the questionnaire. in order to know whether or not the questionnaire. the researcher used random sampling technique to collect the data. from 101 students, the researcher only took 20 students in each class as the sample of the research. the total of sample in this research were 60 students. these items were developed into a likert-type questionnaire. students were expected to respond on the 4-point likert scaler ranging from 1 (never), 2 (seldom), 3 (often) and 4 (always). as follows: 113 findings and discussion findings the present research was designed to find out what kinds of responses used by the student in responding to teachers‟ questions and what is the most dominant responses used by the student in responding to teachers‟ question. the response used by the student in responding to teacher‟s question. 1. student response related to student response (specific) from five aspects of student responses the proportion of each is shown in the following chart: chart 1. student response related to student response (specific) the highest percentage in this aspect is item number 1 was 65%. the students answer the question in simple expression and short answer. “i answer questions in a simple expression". then, the lowest percentage is item number 3 less than 50%. in item number 4 less than 60%, item number 5 less than 45%, and the last item number 2 exactly in 50%. 2. student response related to student response (open-ended or student initiated) chart 2. student response related to student response (open-ended or student initiated) 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% srs sr(oe-si) sln cfn nv 114 the highest percentage in this aspect was item number 7 exactly in 55% "i try to explain again when the teacher says that my opinion is not yet correct". the lowest percentage in this aspect was item number 6 less than 45%. then, followed by item number 4 less than 55%, item number 3 similar with item number 1 was 51.7%, item number 5 less than 50%, and the last item number 2 exactly in 45%. 3. student response related to „silence‟ chart 3. student response related to „silence‟ the highest percentage in this aspect was item number 2 more than 50% "i avoid to do eye contact to the teacher when i could not explain the answer of the question". then, the lowest percentage in this aspect was item number 3 less than 40%, and the last in item number 1 exactly in 40%. 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% srs sr(oesi) sln cfn nv 47.00% 48.00% 49.00% 50.00% 51.00% 52.00% 53.00% 54.00% 55.00% srs sr(oe-si) sln 115 4. student response related to confusion chart 4. student response related to confusion the highest percentage in this aspect was item number 1 more than 60% "i clarify the questions through friends when i am difficult to understand the meaning of the question". then, the lowest percentage in this aspect was item number 5 exactly in 40%. then, followed by item number 4 less than 60%, in item number 3 exactly in 50%, and the last in item number 2 less than 50%. 5. student response related to nonverbal chart 5. student response related to nonverbal the highest percentage in this aspect was item number 1 exactly in 45% “i nodded my head when i understood the question or answer given by the 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% srs sr(oe-si) sln cfn nv 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% srs sr(oe-si) sln cfn nv 116 teacher”. the lowest percentage in this aspect was item number 3 less than 35%. then, followed by item number 5 less than 45%, in item number 4 exactly in 40%, and the last in item number 2 less than 40%. based on chart, the majority of the second-grade students in senior high school 8 bengkulu dominant used the response that related to student response (specific) was 54.3%. mostly, of the students agree in responding to teachers' questions with simple expressions, answer the question briefly and precisely, pay more attention to interrogative questions (do you ... have you ...?) than wh-questions (what, where, why ... how?), answered the teacher's question not out of the topic that the teacher teach from the previous material and answer questions with words that are commonly used in responding to teacher questions. discussion in this section, the researcher discussed some important findings dealing with students' response in responding to teachers' question in the teaching and learning process. the discussion was explained based on the research questions which were the responses used by the students in responding to teachers‟ question and the response that commonly used by the second-grade student in senior high school 8 bengkulu. based on the result, the students used 5 responses in responding to teachers' question. first, student response (specific). the highest percentage in this aspect was item number one, it is about answer the teachers‟ questions in simple expression. the student answers the question in a simple expression and short answer. the lowest percentage in interrogative question (do you…? or have you…?) and wh-question (why, how, where, what) the student more interested in simple expression than wh-question cause wh-questions need a complex answer that student was difficult to answer. it was because the student lack of vocabulary and grammar, both of them were a general problem as english student. while, vocabulary and grammar are very important in english if student less in both of 117 them as a result, english language learners frequently experience problems in saying what they want to say (hardianti, 2016) second, the response used by students was in „confusion‟. in this aspect, the highest percentage was about clarifying the questions through friends when they were difficult to understand the meaning of the question from the teacher. while the lowest percentage in this aspect was about asking for permission to the teacher to repeat the question when the student difficult to understand the teachers‟ questions. one possible reason was if there were a sentence or pronunciation that was not clear in the teacher's question then, the student asks for clarification with a friend who is more understanding. it usually happens in teaching and learning activities in the classroom. the teacher can see the expressions shown by the student, whether the student has understood the question or not. it is related to muhlisin (2018) said that the students' response process can be increased by the inside or outside the classroom. students' response in teaching and learning processes can be seen by several clues, such as their expression in joining the class, comments or enthusiasm to something, difficulty degrees in understanding material, even by listening to teacher's explanation. third, the response used by students was in student response (open-ended or student-initiated). the highest percentage was about trying to explain the opinion again when the teacher said that the students‟ opinion was not yet correct. one possible reason was when the students felt very enthusiastic in responding to teachers' questions, they will be in a hurry to answer the question. so, the answers that they explain are not fully correct, and when the teacher says their answers are not correct then the students try to explain their answer again. richard and lockhart (1996) said that open-ended or student-initiated is the questions that encourage students to answer the questions in higher level thinking. they encourage students to answer the questions based on their knowledge, experience, and information rather than based on the material that has been presented. it is supported by the previous research lee and kinzie (2011) found that when questions are open-ended, students employed a more varied vocabulary oriented 118 toward prediction and reasoning, students practiced these higher-level cognitive skills in responding. fourth, the response used by students was on the 'silence' aspect. in this aspect, the highest percentage was about avoided eye contact with the teacher when the student could not explain the answer to the teachers' questions. while the lowest percentage was about the student pretend not to hear a question from the teacher. means that by avoiding eye contact it can be said that students do not respond to questions from the teacher because they do not understand the questions the teacher gives. then, brown (2002) powered that silence happens when the students pause in the interaction. it means that when the students give no response to the teacher‟s questions, we can define it as part of the silence. fifth, the response used by students was on the 'nonverbal' aspect. in this aspect, the highest percentage was about nodded the head when the student understood the question or answer given by the teacher. this is often done by student or teacher when the teaching and learning process in the classroom. it is related to bambaeeroo and shokrpour (2017) an important point in non-verbal communication is when the teacher teaching correctly and timely. teachers who had used non-verbal communication techniques in interacting with students had played an effective role in increasing the students‟ selfesteem and reducing their shyness. from the five students‟ responses, based on the result the most dominant response that used by the student was student response (specific), this aspect was the first position of students‟ response used by the students. student response (specific) is responding to the teacher within a specific and limited range of available or previously practiced answers. in this aspect, the most of student answers the question in simple expression and short answer. “i answer questions in a simple expression". it was because the second-grade student in sman 8 bengkulu mostly constructing a sentence by using familiar words than trying to use new words. it is because the student has problem in grammar and lack of vocabulary. as we know, grammar and vocabulary were general trouble as english 119 student. this condition related to hardianti (2016), foreign language speaking different from the first language speaking in terms of the lack of grammar and vocabulary knowledge of the learners. as a result, english language learners frequently experience problems in saying what they want to say. conclusions based on the result and discussion at the research, it can be concluded that the majority of the second-grade student in senior high school 8 bengkulu used all the kinds of student response. the first response used by the student is student response (specific). second, student response related to 'confusion'. third, student response (open-ended or student-initiated). fourth, student response related to 'silence'. fifth, student response related to 'nonverbal'. from the five students‟ responses, the most dominant response that used by the student was student response (specific). it was because the second-grade student in sman 8 bengkulu mostly constructing a sentence by using familiar words than trying to use new words. there are some suggestion are proposed as follows: 1. for the teachers the researcher suggests for the teacher to aware in question and answer activity in the classroom is very important to build good communication and developing the student's speaking ability. in the end, the purpose of learning can be runs actively and achieve success like the teacher's hope. 2. for the students the researcher suggests for the students to more active in teaching and learning activity and pays attention to the teacher. the students expected to improve grammar and vocabulary in order can give a good response to the teachers' questions. 3. for further researcher 120 the further researcher can conduct the same scope of research by involving other instruments, such as interview and classroom observation to obtain deeper findings. the researcher also suggests gaining the theories related to the student's response. references andana, yona. (2018). “the type of teacher’s questions in english teacher-learning process at man mojokerto”. faculty of education and teacher training. sunan ampel state islamic university. surabaya. bennett, jonathan. (1975). stimulus, response, meaning. american philosophical quarterly monograph. new york. vol 79. no.9. retrieved from http://www.earlymoderntexts.com/assets/jfb/srm.pdf. bambaeeroo & shokrpour. (2017). the impact of the teachers’ non-verbal communication on success in teaching. journal of advances in medical. university of medical sciences. iran brown, h. douglas, s. (2001). teaching by principle: an interactive approach to language pedagogy, 2 nd edition. new york: longman creswell, j.w. (2002). educational research planning, conducting and evaluating quantitative and qualitative research, 4th edition. boston: pearson education, inc. einstein. ( 2016). an analysis of teacher‟s questioning strategies. academic journal, vol. 11. no. 22. retrieved from https://www.researchgate.net/publication/310812639_an_analysis_of_teachers_ques tioning_strategies/download ennis, robert h. (1996). “critical thinking disposition: their nature and assesibility”. informal logic. vol. 18, nos.2 & 3. hardianti, rosi. (2016). a study of efl students‟ oral communication strategies in discussions. indonesian efl journal, vol 2(1), 23-11. retrieved from https://www.researchgate.net/publication/320374187_a_study_of_efl_students_oral_ communication_strategies_in_discussions http://www.earlymoderntexts.com/assets/jfb/srm.pdf https://www.researchgate.net/publication/310812639_an_analysis_of_teachers_questioning_strategies/download https://www.researchgate.net/publication/310812639_an_analysis_of_teachers_questioning_strategies/download https://www.researchgate.net/publication/320374187_a_study_of_efl_students_oral_communication_strategies_in_discussions https://www.researchgate.net/publication/320374187_a_study_of_efl_students_oral_communication_strategies_in_discussions 121 hudson, a. richard. (2012). the meaning of question. linguistic society of amerika. vol. 51. no. 1. http://dickhudson.com/wp-content/uploads/2013/07/1975questions.pdf lee, youngju and kinzie, mable. (2011). teacher question and student response with regard to cognition and language use. instructional science journal. retrieved from t: https://www.researchgate.net/publication/257670953 muhlisin, ahmad. (2018). analysis of students’ response of the implementation of rms (reading, min mapping, and sharing) learning model in philosophy of science. unnes science educational iournal. universitas negeri semarang paulina, james. (2002). student learning activities. new delhi: sage academic press. richard, j.c & lockhart, c. (1996). reflecting teaching in second language classroom. cambridge: cambridge university press. p. 185 wensi, foristia kencana. (2018). “student’s strategies in responding to teacher’s oral question”. faculty of teacher training and education. universitas bengkulu. bengkulu http://dickhudson.com/wp-content/uploads/2013/07/1975questions.pdf https://www.researchgate.net/publication/257670953 https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 september 2017, vol. 1 no. 2 english education program faculty of teacher training and education galuh university 52 received: accepted: published: july 2017 august 2017 september 2017 perceptions of the non-english department lecturers towards clil in higher education fitri budi suryani fitri.budi@umk.ac.id universitas muria kudus, jawa tengah abstract content and language integrated learning (clil) is an approach to learning activity that uses foreign language as a medium for learning content so that the competence on the language and the subject area content can be achieved simultaneously. clil can be implemented in elementary level, secondary level, as well as tertiary or higher education level. in higher education, clil might have two significant reasons to be implemented: the globalized world and university internationalization. so far in indonesia, nearly all universities have not implemented clil yet. this study aims at finding out the lecturers‟ perceptions towards clil in higher education. the participants of the study were thirty-three lecturers from non-english departments of universitas muria kudus. the intrument to collect the data was closed-ended questionnaire. the result reveals that the non-english department lecturers quite disagree for clil to be implemented in higher education. their objection for having english as a medium of instruction seems to lie in their own ability of english as well as their students‟ poor english proficiency. keywords: clil, higher education, non-english department lecturers introduction content and language integrated learning (clil) is an approach to learning activity that uses english as a medium for learning content. clil can be implemented in elementary level, secondary level, as well as tertiary or higher education level. 53 in higher education, clil might have two significant reasons to be implemented. first is pertaining to the globalized world. as the rapid changing in the globalized world, more and more university graduates are demanded to master international languages if they are to compete successfully. one of the popular widespread languages used in the world is english. therefore, the mastery of english by university students in indonesia will make them not only bilinguals but also multilinguals as many indonesians have usually mastered at least two languages, i.e. indonesian and regional language like javanese, sundanese, batakese, etc. cook (2002) states that “the advantages that multilinguals exhibit over monolinguals are not restricted to linguistic knowledge only, but extend outside the area of language”. thomas and collier (1998) note the substantial long-lived cognitive, social, personal, academic, and professional benefits of being multilinguals. this is in line with hakuta (1986) who specifies the benefit of multilingual as displaying generally greater cognitive flexibility, better problem solving and higher-order thinking skills. all those skills are highly needed for successfully competing in the globalized world. the second reason deals with university internationalization. the need for universities to be acknowledged internationally has increased the use of english for anything in university everyday life. this might include the use of english for university administration and website, the need of university authorities, lecturers and students to converse in english, and the use of english in teaching learning process not only for english department, but also all departments. so far in indonesia, nearly all universities have not implemented clil yet. nevertheless, this actually does not depict the reluctance or absence of interest from the university authorities, lecturers and students on having clil. as the demand of university graduates contributing in the globalized world and internationalization of university urges, the idea of implementing clil in higher education becomes an obvious important issue to consider. this study aims at finding out the lecturers‟ perceptions towards clil in higher education. having the lecturers‟ perceptions towards clil in higher education is significant because the lecturers will be the ones who will greatly involve in implementing clil if one day it is decided to be applied. those lecturers will be the main actors/actresses as they will teach the subject content using english as a medium of instruction to their students. 54 bilingualism and multilingualism bhatia and ritchie (2013) suggest that the term bilingualism and multilingualism are replaced with the term pluralingualism to refer to the knowledge and use of two or more languages rather than repeating the term bilingualism and multilingualism over and over again. despite the practical consideration of the term pluralingualism, the fact shows that pluralingualism, either bilingualism or multilingualism, is found worlwide nowadays. as crystal (in bhatia and ritchie, 2013) reported, over 41% people in the world are pluralinguals. and it seems that the number will keep increasing along with the globalization. pluralingualism arise because of some situations and circumstances. among those, edwards (2013) mentions immigrants, political union, and cultural and educational motivations. through immigrants, new language is introduced through military, religious, or economic force that involve only small numbers of soldiers, merchants, bureaucrats, and missionaires. pluralingualism can also arise due to the result of political union between countries with different languages. edwards (2013) gives examples of switzerland incorporating german, italian, romansch, and french populations; belgium uniting french and flemish. cultural and educational motivations are other circumstances that create pluralingualism. this can occur individually or collectively. the cultural and educational motivations that occur collectively might be the fertile conditions for clil to grow in many countries around the world. clil clil is a pedagogic approach that combines language and subject area content to be learnt (coyle et al, 2009). in other words, a foreign language is used to learn a subject area content so that the competence on the language and the subject area content can be achieved simultaneously. as coyle et al (2009) assert, “learners process and use language to acquire new knowledge and skills and as they do so they make progress in both language and subject area content”. beginning to be popular in europe in 2003, clil receives special attention as one of the ways to achieve the objective of learning two languages in addition to the mother tongue. this is due to the language context in europe that is multilingual. furthermore, the european langugae policies support the promotion and implementation of multilingualism. 55 thus, there is no wonder that clil can develop and reach success in europe as most countries in europe have initiated clil-based programs. van de craen et al. (2007) mention four main aims of clil. they are (i) the promotion of linguistic diversity; (ii) promoting language learning; (iii) increasing the learner‟s proficiency; and (iv) internationalization. clil has the benefit, according to ioannou-georgiou and pavlou (2011), not only to imrpove language skills and subject knowledge, but also to develop intercultural knowledge and understanding as well as intercultural communication skills of the learners. furthermore, ioannou-georgiou and pavlou (2011) note that clil „promotes the development of diverse learning strategies, the application of innovative teaching methods and techniques and the increase of learner motivation‟. clil can be implemented in any language, at any age, as well as at any level of education ranging from elementary, secondary, and tertiary education. therefore, the model of clil varies depending on those things. ioannou-georgiou and pavlou (2011) propose clil varieties that include different kinds of immersion, subject courses, exposure to clil language for pre-primary and primary education, and language classes based on thematic units. the kinds of immersion lie from partial to total immersion and depend on how intense the exposure given and how long the teaching learning process occured. meanhwile, the subject courses taught may vary from citizenship, environmental studies, etc. for pre-primary and early years of primary level of education, the language exposure is regular, short, and continuous in one subject area and given for around 15 to 30 minutes several times per week. the language classes take thematic units-based with emphasis on content. thus, ioannou-georgiou and pavlou (2011) suggest that their „syllabus and lesson plans involve a topic-based approach including specific themes or content to be dealt with in the language lesson‟. method this study objective is to investigate the lecturers‟ perceptions towards clil in higher education. the subjects of this study were the lecturers of universitas muria kudus from the non-english departments. those non-english departments included guidance and counseling, elementary school teacher education, law, economic, psychology, farming, and engineering. the choice of lecturers from the non-english departments only is based on consideration that the non-english departments lecturers are the agents who 56 will implement clil in their classes. hence, it is utmost necessary to delve into their clil perceptions. the number of the lecturers contributing in this study was 33. the following table presents the number of the lecturers in detail from each department. table 1. the number of lecturers in the study department the number of lecturers guidance and counseling 2 elementary school teacher education 6 law 1 psychology 4 farming 2 economic 7 engineering 11 the instrument used to collect the data in this study was questionnaire. the questionnaire was adapted from kilickaya (2000) who adapted from tung, lam, and tsang (1997) with minor modifications. since not all subjects understand english, the questionnaire was translated into indonesian with few changes needed. the questionnaires were close ended ones and had a twenty-three likert scale items. there were five optional answers that must be chosen by the lecturers, i.e. never, sometimes, half the time, frequently, and always. the data from the closed-ended questionnaires were analysed quantitatively by calculating the mean of every item in the questionnaire. the result was then interpreted qualitatively to capture the perceptions of the non-english department lecturers towards clil in higher education. findings and discussion the findings of the study summarized from the questionnaires given to the nonenglish department lecturers can be seen in the following table 2. 57 table 2. the analysis of the closed-ended questionnaires no questionnaire items mean 1 lecturing in indonesian can bolster students‟ interest in learning more than lecturing in english. 3.67 2 lecturing in indonesian allows the lesson to progress faster than lecturing in english. 4.06 3 lecturing in indonesian produces a better classroom atmosphere than lecturing in english. 3.76 4 lecturing in indonesian allows a teacher to go deeper into the content of the lesson than lecturing in english. 3.73 5 i support adopting mother-tongue education at the university where i teach. 3.76 6 i feel it is easier to set examination questions using english than using indonesian. 2.18 7 i feel i can write better in english than in indonesian. 2.21 8 the greatest problem in using indonesian as the medium of instruction is the need to translate a lot of special terms. 3.36 9 it is easier to teach non-language subjects (e.g., guidance and counseling, law, engineering) in english than in indonesian. 2.3 10 resources for teaching, e.g., textbooks and reference books, are more plentiful in english than in indonesian. 3.12 11 the teacher training and education faculty should provide universities that adopt mother-tongue education with more resources for teaching. 3.18 12 the indonesian government should raise the status of the indonesian language in society. 4.06 13 learning indonesian well will benefit the learning of english. 3.67 14 english as the medium of instruction will certainly lead to poorer student intake. 3.12 15 parents are the major obstacle in the promotion of mothertongue education. 1.64 16 students tend to neglect those subjects taught in indonesian. 1.85 58 17 teaching a class in indonesian encourages students to speak uninhibitedly, thereby disrupting the order of the class. 2.21 18 even studying every subject in indonesian will not help students with poor academic performance. 2.67 19 using indonesian to study non-language subjects (e.g., guidance and counseling, law, engineering) will affect students‟ english proficiency. 2.94 20 students with good academic performance should study all subjects in english. 3.15 21 the english proficiency of the students i teach is not adequate for them to study non-language subjects (e.g., guidance and counseling, law, engineering) in english. 3.73 22 i have a good understanding of the language policy of the university where i teach. 3.85 23 it is inappropriate for lecturers to teach the same lesson mixing english and indonesian. 2.18 based on the table above, most of the non-english departments lecturers view indonesian as a better language tool than english as revealed in questionnaire items 1 – 5. they perceive that by using indonesian, they can make their students to learn better than by using english. this is because they can go deeper into the content of the lesson by using indonesian. in addition, the use of indonesian enables the development of better classroom atmosphere. as a result, their students will achieve the lesson goal better. thus, they support if indonesian is used as a medium of instruction in tertiary level. only very few who agree to have english as a medium of instruction. the similar perception of many non-english lecturers is also performed through their attitude on their english written ability in which most of them found difficulty to make questions and write in english. they perceive that using english to teach their subjects is more difficult than using indonesian. however, they admit that a lot number of resources are more available in english. most of those lecturers also agree that the status of indonesian should be raised by the government and facilitated by the university. they even believe that parents support 59 their view too. they are quite confident that they have good understanding of the language policy in their university. the use of indonesian in teaching learning process, as perceived by many lecturers, is not the cause of their students‟ neglecting their subjects or uncontrolling class situation. unfortunately, the lecturers seem to doubt that using indonesian can help their students with poor academic performance to reach better performance although they seem to be sure that the use of english to teach will lead to poorer student intake. in this case, the lecturers confirm that the problem of the poor students‟ academic performance should be solved by other solutions other than language. most of them also perceive that learning indonesian will benefit the learning of english. however, they do not see that by using indonesian, the students‟ english proficiency will be affected. even so, most of them do not mind in mixing the indonesian and english during the teaching learning process. dealing with the students‟ english proficiency, many lecturers agree that their students have inadequate english proficiency to study non-language subjects. this seems to be the one of the causes for their objection in using english as a medium of instruction. for the students with good academic performance, they also do not recommend them to study the subjects in english. it can be inferred then that most of the non-english department lecturers prefer to have indonesian as a medium of instruction than english. this seems to be in contrast with the university spirit for their graduates to be able to contribute in the globalized world and accepted in the world market. the use of indonesian in one side will surely raise the status of indonesian. but without the use of english to teach the non-language subjects, the students will not get adequate exposure to english that might affect their english proficiency. as a result, they will not be able to compete in the global market. moreover, universitas muria kudus has set plan and program to be internationally acknowledged. this internationalisation university agenda will not be able to run well if the lecturers as the agents of teaching learning process do not give support for the use of english in their non-subjects classes. apart from the constraints in having clil in higher education, the perceptions of the non-english lecturers will surely influence the direction of clil in universitas muria kudus. 60 conclusions the study concludes that the non-english department lecturers of universitas muria kudus are more favourable to use indonesian as the medium of instruction for the non-language subjects in their classes. they perceive some benefits of using indonesian to teach, i.e. their students can have better and faster understanding on the subject, show acceptable behaviour, achieve the lesson goal, and create better classroom atmosphere. therefore, the non-english department lecturers quite disagree for clil to be implemented in higher education. their objection for having english as a medium of instruction seems to lie in their own ability of english as well as their students‟ poor english proficiency. although the perceptions of the non-english department lecturers are not in line with the university agenda on internationalisation university and seem not to support the idea of promoting their students‟ proficiency on international language (english), their perceptions are worth considered in determining the direction of clil policy in higher education. thus, the suggestion made for further researcher is to dive deeper on the lecturers constraints of having clil on higher education. references bhatia, tej k and william c. ritchie. (2013). the handbook of bilingualism and multilingualism. west sussex: blackwell. cook, vivian j. (2002). portraits of the l2 user. clevedon: multilingual matters. coyle, do, bernadette holmes, and lid king. (2009). towards an integrated curriculumclil national statement and guidelines. the languages company. edwards, john. (2013). bilingualism and multilingualism: some central concepts. in tej k bhatia and william c. ritchie (eds). the handbook of bilingualism and multilingualism. west sussex: blackwell. ioannou-georgiou, sophie and pavlos pavlou. (2011). guidelines for clil implementation in primary and pre-primary education. retrieved april 5th 2014 from www.schools.ac.cy/klimakio/themata/anglika/teaching/clil/guidelinesforclilimpl ementation1.pdf. hakuta, kenji. (1986). cognitive development of bilingual children. retrieved april 5th 2014 from www.stanford.edu/-hakuta/publications/(1986). http://www.schools.ac.cy/klimakio/themata/anglika/teaching/clil/guidelinesforclilimplementation1.pdf http://www.schools.ac.cy/klimakio/themata/anglika/teaching/clil/guidelinesforclilimplementation1.pdf http://www.stanford.edu/-hakuta/publications/(1986) 61 kilickaya, ferit. (2000). instructors’ attitudes towards english-medium instruction in turkey. retrieved april 5th 2014 from www.hltmag.co.uk/nov06/mart01.htm. thomas, w.p. and v.p. collier. (1998). two languages are better than one. educational leadership, 55 (4), 23-26. van de craen, pit et al. (2007). why and how clil works: an outline for a clil theory. vienna english working papers, 6(3), 70-78. http://www.hltmag.co.uk/nov06/mart01.htm https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 september 2017, vol. 1 no. 2 english education program faculty of teacher training and education galuh university 43 received: accepted: published: july 2017 august 2017 september 2017 an analysis of fillers used by lecturer and students in efl classroom interaction gotin siti fatimah gotinfatimah@gmail.com sd it mutiara umat majenang – cilacap bunga febriani bunga.febriani@gmail.com english education program, galuh university-ciamis rita apollonia english education program, galuh university-ciamis abstract this paper reports on fillers used by lecturer and students in efl classroom interaction. therefore, the study was aimed to investigate the types and frequency of the lecturer and the students’ fillers and the functions of fillers in efl classroom interaction. to gain the data, the writer employed a qualitative case study and the data were obtained through the observation. then, the data from the observations were analyzed by transcribing the whole of the utterances that contained fillers to find out the types, frequency and functions of fillers. the writer described the data of the observation qualitatively. in the present study, the writer proposed two research questions: (1) which types of lexicalized and unlexicalized fillers will be used and how often do the lecturer and the students use both fillers in efl classroom interaction? (2) what are the functions of lexicalized and unlexicalized fillers used by the lecturer and the students in efl classroom interaction? in responding to the first research questions, the writer found that the lecturer and the students used filler in their utterances, the fillers found were both lexicalized and unlexicalized fillers. the lecturer used 504 fillers, while the students used 65 fillers. furthermore, the result of second research question also found. the highest percentage of the fillers’ function of the lecturer and the students reached the same range used as a mark hesitation : (28.91%) for the lecturer and (77.5%) for the students. keywords: discourse markers, fillers, classroom interaction 44 introduction fillers and other phenomenon of spoken interaction such as have been dealt with in discourse analysis, a primarily with branch of linguistics study examining the use of language by its native population whose major concern in investigating language function along with its forms, produced both orally and in writing. moreover, identification of linguistics qualities of various genres, vital to their recognition and interpretation, together with cultural and social aspecs that support its comprehension, is the domain of discourse analysis. in spoken interaction, people often produce or say “ee”..., “err”...,”ehm”..., or “well”, “you know”, “i mean”, “kind of”, and other similar expressions. according to baalen( 2001, p. 7), these kinds of utterances are called fillers. he defined fillers as sounds or words or phrases they can appear anywhere in the utterance and that can be deleted from the utterance without a change in conten on the other simple words, yule (2006, p. 242) identified fillers as a break in the flow of speech. previously, there are some researchers who have conducted their studies related to the present topic. those previous studies are dealing with the use of fillers, yet they are in the different field. the first previous study is from erten (2013) who emphasizes a study about the importance of teaching fillers to students of esl/efl classroom in international journal of teaching and education of turkey. the second study is from santos, alarcon and pablo and hubackova (2015) who present about the finding that focus on teaching fillers in fl classrooms of different teaching context and various fl classes in article journal of mexico. finally, navratilova (2015) carries out a study at find out types and function of fillers used by malee and female students of the english education program in argumentative talks in journal of linguistics and language teaching of indonesian. despite all those previous studies, the writer is interested in exploring the fillers are used by lecturers and students in efl classroom interaction. henceforth, considering to endure the previous studies, the writer conducts this study in different point of view related to the fillers in discourse marker field. however, the analysis of this certain topic is highlighted to the types of lexicalized and unlexicalized filers are used by lecturer and students in classroom interaction and functions of lexicalized and unlexicaized fillers used by lecturer and students. the present study is also supported by its literature review as its theoritical foundation. the review of related literature deals with discourse markers, fillers and classroom interaction. discourse markers the first theory used by the writer is discourse marker. the study of discourse markers are rooted in discourse analysis. it popularities has increased within the last two decades. a lot of studies have been conducted to see whether discourse markers contribute to pragmatics and communicative competence, and if they do, in what ways. in fact, the popularity of the topic to do research on discourse markers has even created fuzziness in terminology (aşik, 2012, p. 16), discourse markers are words and phrases used to mark boundaries in conversation between topic and the next. carter and mccarthy, (1997, p.13) they could be words or phrases such as “right”,”ok”,” i see”, “i mean”, “you know”, “like”, etc, and help the speakes in a conversation negotiate their way of thinking. 45 fillers according to stenström (1994, p. 222), filler is lexically empty item with uncertain discourse functions, except to fill a conversational gap. it means that fillers commonly occur to mark hesitation or to hold control of a conversation, while the speaker thinks what to say next. in indonesian, fillers are called “jeda terisi”. kridalaksana (1993, p. 88) defines “jeda terisi” as “keragu-raguan dalam wacana spontan yang diisi sebagian atau seluruhnya oleh bunyi/ ungkapan seperti “e”, “apa itu”,dan sebagainya” (the hesitation in the spontaneous speech that is filled partly or fully by the sounds or expressions, such as “e”, “apa itu”, etc). moreover, fillers can be said to reflect how the speakers structure a message, where they hesitate, wherethey prepare semantic-syntactic chunk, and where they manage to breathe. as stenström (1994) stated, “pauses can be said to mark off performance unit, ie the strings of words that we manage to process in one go” (p.7). fillers also describe discourse markers speakers use when they think and/or hesitate during their speech. classroom interaction according to richards, platt & platt, (1992), classroom interaction as the patterns of verbal and non-verbal communication and the types of social relationships which occur within classrooms. the study of classroom interaction may be a part of studies of classroom discourse, teacher talk and second language acquisition. studies of the classroom, both primary and secondary, have shown that the language used by the teacher affects the language produced by the learners, the interaction generated and hence the kind of learning that takes place. classroom language and interaction are even more important because language is the subject of study as well as the medium for learning. when students listen to the teacher’s instructions and explanations, when they express their views, answer questions and carry out tasks and activities, they are not only learning about the language but also putting to use the language that they are learning. method in the study, the writer applied qualitative research design. case study is also designed to bring out the details from the view point of the participants by using multiple sources of data. according to creswell (2014, p. 43) case studies are a design of inquiry found in many fields, especially evaluation, in which the researcher develops an in-depth analysis of a case, often a program, event, activity, process, or one or more individuals. in this study, the writer took one lecturer who was teaching reading for specific purposes course in efl classroom on english department at a private college in ciamis. meanwhile for the student’s participants there were 22 students which consist of 9 male and 13 female students inside at the first semester of the 2017-2018 education years. in collecting the data, the writer used non-participant observation technique. in a non-participant observation study, the writer was not a participant in the activity observed but, rather “sit on the sidelines” and watch; they are not directly involved in the situation they are observing (fraenkel, wallen, & hyun, 2012, p. 446). then, to collect the data the study used observation as the instrument. according to creswell (2014, p. 239), a qualitative observation is when the researcher takes field notes on the behavior and activities of individuals at the research site. in these field notes, the researcher records, in 46 an unstructured or semistructured way (using some prior questions that the inquirer wants to know), activities at the research site. for performing the analysis and finding the answers of the research questions, the writer might use these following steps : to identify lexicalized and unlexicalized fillers used by the lecturer and the students the writer grouped the fillers based on the theory about the types of fillers from rose (1998), that is, unlexicalized (uf) and lexicalized (lf). in analyzing the data, the writer also provided a translation of the fillers from indonesian to english. the writer made two tables in order to differentiate the data of fillers production from the lecturer and the students. then, the writer counted the number of fillers in each type of fillers. findings and discussions this section discusses the data finding from classroom observation. each phase of discussion is devoted to discover the answer to the research questions. types of lexicalized and unlexicalized fillers used by the lecturer and the students in efl classroom interaction the writer found many fillers used by the lecturer and students in the classroom interaction. it was found some utterances that contained lexicalized and unlexicalized fillers during the process of teaching and learning in the efl classroom interaction on the reading for specific purposes course. therefore, the details of finding about the types and the frequency of fillers occurrences could be seen in table 1. table 1: frequency of lexicalized and unlexicalized fillers used by the lecturer and the students participants frequency of occurrances (lf) (uf) n % n % lecturer 460 96.84 % 44 46.80 % students 15 3.15% 50 53.19 % total 475 99.99 % 94 99.99 % from the table above, it could be seen that the lecturer mostly used lexicalized fillers while she was doing an interaction in the classroom. it was clearly shown that 96.84% or 460 fillers were used by the lecturer in the classroom interaction. meanwhile the students mostly used unlexicalized fillers as shown on the table above that 53.19 % or 50 fillers were used by the students. furthermore, the percentage of each type of fillers can be seen in the following table 2 below. it would be explained each type of the lexicalized and unlexicalized fillers in the utterances of the lecturer when did interaction with the students. table 2:types of fillers and its frequency produced by the lecturer types of fillers fillers frequency n % lexicalized ok 394 76.20 % 47 yes 28 6.11 % ya 30 6.55 % yah 6 1.31 % actually 24 5.24 % well 4 0.87 % right 14 3.05 % like 1 0.26 % what is it 4 0.87 % unlexicalized ee 41 93.18 % ehm 3 6.81 % the percentage of each type of fillers can be seen in table 2. the following parts would explain each type of the lexicalized fillers in the utterances of the students when did interaction in the classroom. table 3: types of lexicalized and unlexicalized fillers and its frequency produced by the students types of fillers fillers frequency n % lexicalized yes 10 15.38 % ya 2 3.07 % yah 1 1.53 % right 1 1.53 % like 1 1.53 % unlexicalized ee 41 63.07 % ehm 9 13.84 % there were several similarities between the types of fillers used by the lecturer and the students firstly, both of them produced the lexicalized fillers [ya], [yes], [yah],[right],[like], although the frequencies of using those fillers were dominant produced by the first lecturer. also, both the lecturer and the students produced the unlexicalized fillers [ee],and [ehm]. secondly, the lecturer produced more lexicalized fillers than the unlexicalized fillers, while the students produced more unlexialized fillers than the lexicalized one. the function of lexicalized and unlexicalized fillers used by the lecturer and the students in efl classroom interaction in this research, the writer summarized five functions of the fillers in the spoken interaction mainly based on the theories of stenström (1994), those are, fillers function as a hold to the turn, as a mark of hesitation, empathizers, time-creating devices, and editing term. in the production of fillers by the lecturer , it was shown that all those functions of fillers were used, but they were different in proportion. the lecturer tended to produce more fillers as mark of hesitation (28.91%). that percentage of the fillers was followed by fillers as empathizers (25.30%), fillers as time-creating devices (24.9%), and fillers that functioned for holding the turn (14.45%).the least percentage on the function of fillers produced by the lecturer was fillers as an editing term (7.22%). the types of fillers produced by the students also had several functions. in this part, the writer would like to 48 analyze each type of the fillers occurred in the conversation of the students and define its function/s. in the transcribing data of the lecturer and students on the part of students’ conversation, the writer found that the fillers could be defined in five functions based on the stenström’s (1994) theory about the functions of fillers. similar with the lecturers’ one, the highest percentage on the functions of fillers produced by the students was as a mark of hesitation (77.5%). while the second highest percentage of the fillers produced by the lecturer functioned as empathizers (15%), it was functioned as time-creating devices (5%) in the students’. then, the number was followed by fillers functioned to hold the turn (2.5%), and fillers functioned as an editing term (2.5%). the findings above are based on the problems statement that are presented by the writer. the analysis of fillers was conducted to find out the purposes of this study that is to investigate the types of lexicalized and unlexicalized fillers and its frequency and to find out the function of lexicalized and unlexicalized fillers used by the lecturer and the students in the classroom interaction. from the findings, the writer infers several points. first of all, it could be seen that based on the first research question, the writer found that both of types fillers were used by the lecturer and the students. it was lexicalized and unlexicalized fillers. moreover, most of the types of fillers produced by the lecturer and the students were almost similar . secondly, to answer the first research question, the writer analyzed the types of fillers used by the lecturer and the students by transcribing the whole of the conversations when they did the interaction in the classroom. the result showed there were 569 fillers found from the 368 utterances in the conversation among the lecturer and the students. a number of fillers found in the lecturer’s utterance were 504 fillers which consisted of 460 for lexicalized fillers and 44 for unlexialized fillers. meanwhile, in the students’ utterances were also found 65 fillers, which consist of 15 for lexicalized fillers and 50 for unlexicalized fillers. thirdly, to answer the second research question, the writer analyzed the function of fillers used by the lecturer and the students in the classroom interaction. from the analysis had been found, the result showed that there were five functions of fillers based on the theory of stenstrom (1994), such as fillers used to hold the turn, fillers used as a mark hesitation, fillers used as empathizers,fillers used as time-creating devices and fillers used as editing term. the highest percentage of the fillers’ function used by the lecturer was fillers as a mark hesitation (28.91%), followed by fillers asfillers as empathizers (25.30%), fillers as time-creating devices (24.9%), and fillers that functioned for holding the turn (14.45%), the least percentage on the function of fillers was fillers as an editing term (7.22%). meanwhile, for the students found (77.5%) fillers used as a mark of hesitation as the highest percentage, fillers was functioned as empathizers (15%), then followed by fillers functioned as time-creating devices (5%), fillers functioned to hold the turn (2.5%), and fillers functioned as an editing term (2.5%). the result of this study has difference with the previous study. some previous studies had analyzed about fillers, however the writer tried to analyze with the different purposes in identifying the data with previous studies. the first previous study which conducted by erten (2013) entitled “teaching fillers and student’s filler usage : a study conducted at esogu preparation school”, the second previous study bysantos, alarcon and pablo and hubackova (2015). they designed a research entitled “fillers and the development of oral strategic competence in foreign language learning”, and the last previous study by navratilova (2015) entitled “fillers used by male and female students of english education study program in argumentative talks”. from those previous studies, they have not taken the detail description of types of fillers used and explained the 49 function of fillers in depth. thus, in this present study, the writer analyzed and explored more detail about the types and the function of lexicalized and unlexicalized fillers used by the lecturer and the students in the classroom interaction basen on the theory of rose (1998) and stenstrom (1994). conclusions and suggesstions in conclusion, this study investigated the types of lexicalized and unlexicalized fillers and the function of lexicalized and unlexicalized fillers used by the lecturer and the students in efl classroom interaction. there was found that both of types fillers were used by the lecturer and the students in classroom interaction. in responding to the first research questions, the writer found that the lecturer used filler in her utterances, the fillers found based on the theory from rose (1998) were lexicalized and unlexicalized fillers, also it was found in the students utterances. the lecturer used 504 fillers in her utterances, while the students used 65 fillers in their utterances. however,there were differences among the lecturer and the students, the lecturer mostly used lexicalized fillers than unlexicalized one, while the students used mostly the unlexicalized one furthermore, the result of second research question also found. the writer used the theory on the functions of fillers from stenstrom (1994), such as fillers used to hold the turn, fillers used as a mark hesitation, fillers used as empathizers,fillers used as timecreating devices and fillers used as editing term. the highest percentage of the fillers’ function of the lecturer and the students were same that was fillers used as a mark hesitation (28.91%) for the lecturer and (77.5). meanwhile the lowest percentage of the fillers’ found fillers as an editing term (7.22) for the lecturer and (2.5) for the students. the whole of the results had answered both of the research questions. however, this study has an obvious limitations. the writer did not investigate or find out the reasons why the lecturer and the students use fillers in their utterance in classroom interaction. whereas, the investigation would be helpful for the writer to know the lecturer’s and the students’ reasons in the use of fillers when they are doing the interactin in the classroom. based on the limitations of the presents research that did not investigate the lecturer’s and the students’ reasons of using fillers in the classroom interaction. besides, the study was only concerned within the scope of college. thus , the writer expect that it is necessary to conduct the study for further researchers in other level of education in order to gain the more specific result relating to the reason of using fillers. references aşik, a.( 2012). discourse marker and spoken english : nonnative use in the turkey efl setting. phd dissertation, gazi university , ankara turkey. retrieved on november 23 rd , 2016 from : http//www.iises.net/download/soubory/.../pp67-79_ijotev2n3.pdf baalen, i., v. (2001). male and female language: growing together? historical sociolinguistics and sociohistorical linguistics journal, retrieved on november 25 th , 2016, from : http://www.let.leidenuniv.nl/hslshl /vanbaalen.htm. http://www.iises.net/download/soubory/.../pp67-79_ijotev2n3.pdf http://www.let.leidenuniv.nl/hslshl%20/vanbaalen.htm 50 brinton, l., j.(1996). pragmatic marker in english : grammaticalization and discourse functions. retrieved on november 23 rd , 2016 from : http//www.iises.net/download/soubory/.../pp67-79_ijotev2n3.pdf brown, h. (2001). teaching by principle an interactive approach to language pedagogy, retrieved on december 1 st , 2016, from: http//www.mmu.ac.tz/uploads/article3.pdf carter, r. & mccarthy, m.(1997). exploring spoken english. retrieved on february 1 st , 2017 from : www.iises.net/download/soubory/.../pp67-79_ijotev2n3.pdf chaika, e.(2008). language : the social mirror. boston : heinle cengage learning. retrieved on january 6 th , 2017 from : www.ugr.es/.../14%20%20nora%20m%20%20basurto.pdf corley , m d linguistics compass & stewart, o. w. (2008). hesitation disfluencies in spontaneous speech : the meaning of um. language and linguistics compass 2(4), p.589-604. clark, h.h& fox tree, j. e. (2002). using uh and um in spontaneous speaking, in cognition, 84: 73-111. retrieved on january 6 th , 2017 from : http://booksc.org/s/?q=clarck+and+fox+tree+2002+using+uh+and+um+in+spontane ous+bspeaking&t=0 cresswell, j. w. (2014). research design : qualitative, quantitative, and mix methods approaches. london: sage publications ltd. erten, s. (2013). teaching fillers and students’ usage : a study conducted at esogu preparation school. retrieved on november 23 rd , 2016 from https://www.google.co.id/webhp?sourceid=chromeinstant&ion=1&espv=2&ie=utf 8#q=jornal+teaching+fillers+and+students+fillers+usage hatch, e., & lazaraton, a. (1991). the research manual: design and statistics for applied linguistics. new york, ny: newbury house publishers. hatt, d. f,.(1998). maldemale language use in computer dyadic interactions. (ma thesis). launterian university faculty of graduate studies. hellerman, j., & vergun, a.(2007).language which is not taught : the discourse marker use of beginning adult learners of english. journal of pragmatics 39(1), 157-179. holmes, j. (2013). an introduction to sociolinguistics (learning about language). retrieved on november 28 th , 2016 from: http// www.ugr.es/.../14%20%20nora%20m%20%20basurto.pdf josephine., (2004). fillers as seen on irc. unpublished undergraduate thesis, petrachristian university, surabaya. retrieved on january 10 th , 2017 from http://dewey.petra.ac.id/catalog/ft_detail.php?knokat=11426 kurwanto, hendra. (2011). types and function of fillers used by the first semester students and the sevent semester students. unpublished undergraduated thesis. petra http://www.iises.net/download/soubory/.../pp67-79_ijotev2n3.pdf http://www.iises.net/download/soubory/.../pp67-79_ijotev2n3.pdf http://www.ugr.es/.../14%20%20nora%20m%20%20basurto.pdf http://booksc.org/s/?q=clarck+and+fox+tree+2002+using+uh+and+um+in+spontaneous+bspeaking&t=0 http://booksc.org/s/?q=clarck+and+fox+tree+2002+using+uh+and+um+in+spontaneous+bspeaking&t=0 https://www.google.co.id/webhp?sourceid=chromeinstant&ion=1&espv=2&ie=utf8#q=jornal+teaching+fillers+and+students+fillers+usage https://www.google.co.id/webhp?sourceid=chromeinstant&ion=1&espv=2&ie=utf8#q=jornal+teaching+fillers+and+students+fillers+usage http://www.ugr.es/.../14%20%20nora%20m%20%20basurto.pdf http://dewey.petra.ac.id/catalog/ft_detail.php?knokat=11426 51 university surabaya. retrieved on december 25 th , 2016 from : http//dewey.petra.ac.id/catalog/ft_detail.php?knokat=19468 kridalaksana, h. (1993). kamus linguistik. jakarta: pt. gramedia. retrieved on january 10 th , 2017 from : http://dewey.petra.ac.id/catalog/ftdetail.php? knokat=11426 navratilova, l.(2015) fillers used by male and female students of english education study program in argumentative talks. retrieved on december 21 st ,2016 from : http://ejournal.iainbengkulu.ac.id/index.php/linguists/article /view/121 richards, jack c., et al.( 1992). dictionary of language teaching and applied linguistics. retrieved on december 5 th , 2016 from : http//shodhganga.inflibnet.ac.in/bitstream/.../12_chapter%204.pdf rose, r., l. (1998). the communicative value of filled pauses in spontaneous speech. retrieved on november 28 th , 2016, from : http://www.roselab. sci.waseda.ac.jp/resources/file/madissertation.pdf. santos, alarcon & pablo. (2015). fillers and the development of oral strategic competence in foreign language learning. retrieved on december 21 st ,2016 from : http://www.ugr.es/~portalin/articulos/pl_numero25/14%20%20nora%20m%20%2 0basurto.pdf schiffrin.d. (1978). discourse markers. retrieved december 1, 2016 from : www.irjabs.com/files_site/paperlist/r_619_130201080356.pdf stenström, a. (1994). an introduction to spoken interaction. london: longman. retrieved on january 10, 2017 from : http://dewey.petra.ac.id/catalog/ft_detail.php?knokat=11426 yule. (2006). the study of language. cambridge : cambridge university press. http://dewey.petra.ac.id/catalog/ftdetail.php?%20knokat=11426 http://ejournal.iainbengkulu.ac.id/index.php/linguists/article%20/view/121 http://www.ugr.es/~portalin/articulos/pl_numero25/14%20%20nora%20m%20%20basurto.pdf http://www.ugr.es/~portalin/articulos/pl_numero25/14%20%20nora%20m%20%20basurto.pdf http://www.irjabs.com/files_site/paperlist/r_619_130201080356.pdf http://dewey.petra.ac.id/catalog/ft_detail.php?knokat=11426 https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 september 2018, vol. 2 no. 2 english education program faculty of teacher training and education galuh university 101 received: accepted: published: july 2018 august 2018 september 2018 male and female students’ perceptions toward the implementation of video conference as a distance learning media that enhances teachers’ productivities yelis bintang permatasari yelizbintang@gmail.com faculty of teacher training and educational sciences galuh university abstract this paper reports the implementation of video conference as a distance learning media that enhances teachers’ productivities in teaching english in a state high school in tasikmalaya, west java. to give much greater size sample, this study took two sample classes with the overall fifty-six students participated in this study by using cluster sampling technique. this study employed a qualitative research design focusing on the survey study method. a self-administration of twenty questionnaires provided to identify the distinctions perceptions between male and female students thought. the findings revealed that despite some limitation, the teaching and learning process with video conferencing was successful, then male students appear more favorably and react positively compared to female students. by having more positive responses, video conferencing proven to enhance teachers’ productivities. more significantly, students argue on its advantages and disadvantages of video conferencing that was undertaken by interview. the advantages of video conference such as video conference could connect between teachers and students wherever they are, video conference alow them to access lessons with teachers separately, video conference motivated, video conference enhances teachers’ role, responsibility, creativity, and students’ insights and learning experiences using new learning systems. besides, video conference also has weaknesses or disadvantages when it is applied such as interactions limits, unstable internet connections, unclear sounds, video delay, and background noises. this can be noted that today learning and teaching process can benefit from using video conference as a distance learning media 102 that teachers can used to improve their productivity, as well as substitution for teachers’ absences in the classroom, so that learning can be done, and teacher productivity maintained wherever they are. keywords: male and female, video conference, distance learning media introduction technology is very useful for all over people activities, and information technology may assist in the facilitation of learning or serve as the actual educational structure that allows learning to occur. information technology benefits both traditional education institutions and online educational models in fundamental ways. according to lever-duffy & mcdonald (2011), “educational technology might include media, models, projected and non-projected visual, as well as audio, video and digital media” and are likely to “confine educational technology primarily to computers, computer peripheral and related software used for teaching and learning”. technology in education is commonly used to enhance the instructions by the facilitator in the classroom. productivity may be the central problem for the education and educational research. recent research according to rockoff (2004) consistently finds that “teachers’ productivities is the most important component of a school’s effect on students’ learning and that there is considerable heterogeneity in teachers’ productivities within and across schools”. failure to deal succesfully with this issue must inevitably lead to continued reduction in the real income and components of teachers. technology has made it easy to study as well as teach in distance in groups or in clusters, to reach learners wherever they are. in order to improve productivity in distance education, learning and teaching process needs to use a series of electronic equipment or learning media that can make learning and teaching process effectifely and efficiently. donald (2010) defines that in distance education system, teachers and learners are physically separated and the instructional materials are delivered via telecommunication systems, such as cds, radio, telepohone, emails, chatrooms, website, and video conferencing. this study attempts to find out the students perceptions of video conferencing in high school level to see whether it can be as a distance learning tool that enhances teachers productivities, because it was found that the teachers still had problems with the productivities, when the teachers are unable to attend and engage with their students directly in the classroom, which may be attributable to the loss of teachers’ productivities and students’ achievements in the classroom. meanwhile, in this research video 103 conferencing technology can be used to bridge this gap, by bringing teachers and learners face-to-face virtually in real time, that enriches the teachers’ productivities in distance learning process in ways that cannot easily be achieved by other means. method the research method used in this study was qualitative research method. creswell (2014, p.232) defines that qualitative methods demonstrate a different approach to scholarly inquiry than methods of quantitative research. although the processes are similar, qualitative methods rely on text and image data, have unique steps in data analysis, and draw on diverse designs. based on the objective and the problems of this research, the writer decided to use survey study method. according to nunan and bailey (2009, p.25), “the overall purpose of a survey is to obtain a snapshot of conditions, attitudes, and/or events of an entire population at a single point in time by collecting data from a sample drawn from that population”. survey study involves systematically gathering enough informations about a particular person, social setting, event, to permit the research to effectively understand how the procces and how the conclusion of the research. as the data sources, this study was conducted in one of senior high schools in tasikmalaya, west java. the participants of this study was two sample classes of the eleventh grade of scince class (mipa-2) which consist of thirty-two students, where there are fifteen male students and seventeen female students, and the eleventh grade of social science class (ips-1) which consist of twenty-four students, where there are fourteen female students and ten male students in the sample classroom. overall, there were fiftysix students participated in this survey. the video-conference based lecture was delivered by teachers separated from the classroom in different locations. to answer the research question, the questionnaires and the interviews were used as the data collection techniques. the questionnaire session was given after three times meeting and implemented after the live lecture to find out their perceptions of video conferencing. the questionnaire were adapted from the ones’ in martin’s study (2005). twenty item of ten positive statement and ten negative statement includes about students’ interests, motivation, expectations, ineffectiveness and difficulties of video conference itself were provided. then the interview session was given after answering the questionnaire. the four survey questions of interview were given in focus group interview. 104 the likert-scale questionnaire items analyzed by using quantification in form of percentage computation as suggested by hatch and lazaraton (1991, p.136), the formula of the percentage was as follows: proportion = number of frequency x 100 total number whereas survey questions were analyzed by coding the obtained data, and then transcribing the data to get the answer of the second research questions. findings and discussion in the questionnaire session, almost male students from two sample classes stated that they had positive perceptions of a video conference based lecture than female students. in term of the first positive questionnaire, “i feel happy learning with video conferencing in the classroom”. from the total number of 15 science male students (mipa), 8 (53.3%) students voted agree, from the total number of 10 social science male students (ips), 7 (70%) students voted strongly agree, from the total number of 17 science female students (mipa), 12 (70.6%) students voted neutral, and from the total number of 14 social science female students (ips), 11 (78.5%) students voted neutral too. it clearly shows that male students react positively. the second questionnaire, “i am very concerned well to the lessons during video conferencing”, there are 7 (46.7%) of mipa male students voted neutral, 5 (50%) of ips male students voted agree, then 14 (82.3%) of mipa female students voted neutral, and 9 (64.3%) ips female students voted neutral. this results shows ips male students almost strongly agree, and the rest were neutral to this item. the third questionnaire, “i am interested learning with video conferencing”, there are 8 (53.3%) of mipa male students chose agree, 7 (70%) of ips male students chose strongly agree, then 12 (70.6%) of mipa female students chose neutral, and the last 9 (64.3%) of ips female students chose neutral. this comparison shows that male students react positively. the forth questionnaire, “i am more motivated to learn with video conferencing”, 9 (60%) of mipa male students chose neutral, 8 (80%) of ips male students chose strongly agree, then 10 (58.8%) of mipa female students chose neutral, and the last 10 (71.4%) of ips female students also chose neutral. this results proven that male students were motivated by video conferencing than female students. 105 the fifth questionnaire, “i find it easier and focused to learn by using video conferencing”, were chose by 8 (53.3%) of mipa male students who voted neutral, 7 (70%) of ips male students chose agree, then 8 (47%) of mipa female students chose neutral, and the last 7 (50%) of ips female students also chose neutral. this results proven that one class sample of male students felt easier and focused by video conferencing than female students. according to the sixth questionnaire, “i get more experience when learning by using video conference”, there are 6 (40%) of mipa male students chose strongly agree, and then there are 9 (90%) of ips male students chose strongly agree too, the rest mipa female students in amount of 13 (76.5) chose agree, and the last 8 (57.2%) of ips female students chose strongly agree. this results shows that male students react strongly than female in this item. based on the seventh statement, “learning with video conferencing helped me to easily communicate with my teacher even in the distance”, 7 (46.7%) of mipa male students answered strongly agree, 10 (100%) ips male students answered strongly agree, then 6 (35.3) of mipa female students answered agree, and the last 9 (64.3%) of ips female students answered agree. this results proven that male students strongly have positive perceptions than female students to this item. concerning the eighth questionnaire, ”i can understand the learning well because the audio in the video conference is very clear “, there are 10 (66.7%) of mipa male students chose neutral, then 8 (80%) of ips male students also chose neutral, 9 (53%) of mipa female students chose neutral, and the last 6 (42.8%) of ips female students chose disagree. this results shows that male students react normally than female students who assume disagree to this item. the ninth questionnaire, “i can understand learning well because visual effects in video conferences are very good”, it was found that 9 (60%) of mipa male students voted neutral, 7 (70%) of ips male students voted neutral, then 9 (53%) of mipa female students voted neutral, and the last findings there are 7 (50%) of ips female students voted neutral. this results confirmed that male and female students assume normally to this item. the last positive questionnaire, “the use of video conferencing in learning process can enhance the teachers’ role in teaching even though it is not directly involved in the classroom”, there are almost 14 (93.3%) of mipa male students answered strongly agree, and then the whole 10 (100%) of ips male students answered strongly agree to this item, 106 also 13 (76.5%) of mipa female students answered strongly agree, and the last 11 (78.5%) of ips female students answered strongly agree. this results confirmed that both male and female students answered strongly agree if the use of video conference enhances teachers’ productivities. the next findings explained their negative perceptions of video conferencing, in term of the first negative questionnaire, “video conferencing make the classroom learning time more narrow”, there are 7 (46.7%) of mipa male students chose neutral, and then there are 6 (60%) of ips male students chose neutral too, 7 (41.2%) mipa female students chose agree, and the last there are 8 (57.2%) of ips female students chose agree for this item. this results shows that video conferencing make the learning time narrow for female students. the second questionnaire, “video conferenceing make learning ineffective because of the lack of interaction between students and teachers”, from this item, it indicated there are 6 (40%) of mipa male students chose neutral, 5 (50%) of ips male students chose neutral for this item, then 6 (35.3%) mipa female students chose strongly agree, and the last there are 6 (42.8%) ips female students chose agree. this findings confirmed that for female students, video conferencing is ineffective. the next findings for the statement, “the use of video conferencing makes learning in the classroom not delivered well by the teacher”, it was found there are 7 (46.7) mipa male students answered disagree, then 6 (60%) ips male students answered neutral, also there are 6 (35.3%) mipa female students answered neutral too, and the last 9 (64.3%) ips female students answered neutral. it can be concluded that one sample class of male students still react positive than female students who chose neutral for this item. but this results confirmed that by using video conferencing how teachers conveyed lesson is normal. the fourth questionnaire, “the use of video conferencing is ineffective because between students and teachers cannot have face-to-face learning”, it was found there are 9 (60%) mipa male students voted neutral, next there are 4(40%) ips male students also voted neutral, then 6 (35.3%) mipa female students voted strongly agree, and the last 9 (64.3%) ips female students voted agree to this item. this findings shows that female students react negatively for this item than male students. the fifth questionnaire, “the use of video conferencing makes learning not well understood by students”, it found there are 9 (60%) of mipa male students chose neutral, 107 then 6 (60%) of ips male students also chose neutral to this item, then 10 (58.8%) of mipa female students chose neutral, and the last 12 (85.7%) of ips female students chose neutral too. this results inferred that both male and female students from both sample class react normally for this item. concerning the sixth questionnaire, “video conferencing requires great electricity usage”, there are 6 (40%) mipa male students voted disagree, then 8 (80%) ips male students voted neutral, 8 (47%) mipa female students voted agree, and the last there are 6 (42.8%) ips female students voted neutral for this item. this results clearly compared that male students of the first sample class react positively than female students who voted neutral for this item. but it also confirmed that for almost students, the use of video conference need normally electricity usage. based on the seventh questionnaire, “video conferencing requires a stable internet connection”, it was found there are 8 (53.3%) mipa male students answered agree, then all 10 (100%) of ips male students answered strongly agree, 10 (58.8%) mipa female students answered agree, and the last whole 14 (100%) ips female students answered strongly agree for this item. this findings clearly answered that for both male and female students, video conferencing need a stable internet connection. according to the eighth questionnaire, “i don’t understand the use of video conferencing”, it was found there are 7 (46.7%) mipa male students chose disagree, then there are 6 (60%) ips male students chose neutral, the next there are 10 (58.8%) mipa female students chose agree, and the last 7 (50%) ips female students chose neutral. from this results, it can be concluded that male students from one of sample class, react positively for this item than female. but it also confirmed that almost students from two sample classes normally understand the use of video conference. the ninth statement, “presentations using video conferencing are more difficult than not using video conferencing”, from this item, it was found there are 8 (53.3%) of mipa male students voted agree, 7 (70%) of ips male students voted agree, then 12 (70.6%) mipa female students voted strongly agree, and the last 7 (50%) ips female students voted agree. from the percentage above, it can be concluded that both male and female students felt difficult to present the presentations by using video conferencing. the last negative questionnaire, “the use of video conference facilities is expensive”, it was found there are 7 (46.7%) mipa male students chose neutral, 6 (60%) ips male students chose agree, and then almost 11 (64.7%) of mipa female students chose strongly 108 agree, and the last there are 7 (50%) of ips female students chose strongly agree too. this results inferred that for one sample class, male students felt normal for this item, another sample class both male and female students assumes agree that the use of video conference facilities is expensive. from all the findings concerning the first research question, it can be concluded that between male and female students from both two sample classes, it indicates that male students appear more favorably and react positively compared to female students. by having more positive responses, video conferencing proven to enhance teachers’ productivities. also, a depth information appear to be as important to gain more in-depth information and continuous responses to explore the advantages and its disadvantages of video conferencing that have been undertaken by interviewing the students. the findings revealed more significantly, students argue the main advantages and disadvantages of video conference for education. the advantages of video conference such as video conference could connect between teachers and students wherever they are, video conference alow them to access lessons with teachers separately, video conference motivated them to learn, video conference enhances teachers’ role, responsibility, creativity, and students’ insights and learning experiences using new learning systems as said by one of group interviewee : “we can add our motivation because many technology that can be used to study, video conference add our experience too”. besides, video conference also has weaknesses or disadvantages when it is applied such as interactions limits, unstable internet connections, unclear sounds, video delay, and background noises, as another one group said: “sometimes there is a disturbing sound from the teachers’ video and it is disturb us”. this can be noted that today learning and teaching process can benefit from using video conference as a distance learning media that teachers can used to improve their productivity, as well as substitution for teachers’ absences in the classroom, so that learning can be done, and teacher productivity maintained wherever they are. conclusions in conclusion, by having more positive responses in this research, the writer argues that the implementation of video conference as a distance learning media proven to enhance teachers’ productivities. regarding the research question about the advantages and 109 disadvantages of video conference, the writer states that the students generally pleased and have a high enthusiasm in video conferencing. refering the conclusion above, the writer suggests to the institution, teachers, the students, and the further researchers who will doing the research in the same field. for the institution, the school should attempt to facilitate the teaching and learning activities, especially for english lesson which require conductive conditions such as a competent teacher, appropriate teaching media such as; laptop, in focus, active speaker, etc. in order to get the effective result of teaching and learning process. for the teachers, it is very important and needs to be done, to have some strategies and the technique when the teacher could not come to the classroom and give a direct teaching and learning process. therefore, it is very important for the teachers to have a variety of teaching add or tools that can helps students to keep teaching even though teachers cannot teach directly in the classroom. last, the result of this research provides a significant improvement of teachers’ productivities by using video conferencing. in this regard, video conferencing may gain credence as a valid 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(2004). the impact of individual teachers on student achievement: evidence from panel data. american economic review 94(2): 247-52. http://www.ejel.org/ 111 appendix questionnaire you are kindly requested to give an opinion on your attitude in english learning using video conference. this questionnaire is not a test. there is no right or wrong answer to the statement, your answer will not affect the value of your lesson. however, the information you provide will be invaluable for improvements in learning (english). after you have carefully read a statement, decide how you think about the statement carefully. decide what you think of the statement by writing a checklist on the statement that is consistent with your opinion: strongly agree : sa agree : a neither : nt disagree : d strongly disagree : sd good luck and answer honestly. i do not forget to say thank you. name: class: no statement sa a n d sd 1. i feel happy learning with video conferencing in the classroom. 2. i am very concerned well to the lessons during video conferencing 3. i am interested learning with video conferencing. 4. i am more motivated to learn when video conferencing. 5. i find it easier and focused to learn by using video conferencing. 6. i get more experience when learning by using video conference. 7. learning with video conferencing helped me to easily communicate with my teacher even in the distance. 8. i can understand the learning well because the audio in the video conference is very clear. 9. i can understand learning well because visual effects in video conferences are very good. 10. the use of video conferencing in learning process can enhance the teachers’ role in teaching even though it is not directly involved in the classroom. 112 11. video conferencing make the classroom learning time more narrow. 12. video conferenceing make learning ineffective because of the lack of interaction between students and teachers. 13. the use of video conferencing makes learning in the classroom not delivered well by the teacher. 14. the use of video conferencing is ineffective because between students and teachers cannot have face face-toface learning. 15. the use of video conferencing makes learning not well understood by students. 16. video conferencing requires great electricity usage. 17. video conferencing requires a stable internet connection. 18. i don’t understand the use of video conferencing. 19. presentations using video conferencing are more difficult than not using video conferencing. 20. the use of video conference facilities is expensive. interview interview questions: 1. do you feel happy learning with video conferencing? 2. what factors make you happy and / or unhappy learning with video conferencing? 3. do you think the teacher has successfully delivered learning and teaching process through video conferencing? 4. do you think that there is an increase on how the teachers teach using video conferencing? https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 february 2019, vol. 3 no. 1 english education program faculty of teacher training and education galuh university 31 received: accepted: published: december 2018 january 2019 february 2019 the effectiveness of using instagram in developing students’ descriptive text writing ari hilman galuh university hilmanuarta23@gmail.com abstract this study investigates the effects of instagram on students‟ descriptive text writing of islamic senior high school students as well as to find out their perceptions of using instagram for learning descriptive text writing. in doing so, the subjects consisted of 48 students who were in tenth grade. then they were divided into two equal experimental and control groups (n=24).their age ranged between 16 and 17 years old. gender of participants was not considered as a variable in the study. this study used convergent parallel mixed-method whereas pre-test and post-test were administrated to collect quantitative data and questionnaire was given to collect qualitative data. the experimental group was taught descriptive text writing via instagram application, whereas the control group followed facebook application. analyzing the data through the independent sample t-test revealed that with the help of instagram application, the experimental group outperformed the control group in terms of writing descriptive text. furthermore, islamic senior high school students had a positive attitude toward utilization of instagram application. keywords: instagram, students, descriptive text writing introduction social media is a new term for some people that nobody heard or used it since almost 10 until 15 years ago. at this time, social media has been a natural part of everyday life (terttunen, 2017). students can interact each other without any conventional classroom and distance among them is not problem. by social media, students can learn english in exciting way and they interactively 32 communicate each other. researchers also have found that social media play an important role to increase students‟ motivation, enhancing student learning environment with innovative way of education that altering the nature of learning boundaries that cause in developing student learning (ilknur, celik, 2014). now, instagram has a significant increasing users. according to statista (2017), instagram reached 800 million active users monthly. besides, instagram users have shared over 40 billion photos to date and share an average of 95 million photos and videos per day (parker, 2016). the user profile is quite young as 90 percent of the instagram users are under the age 35 (bagadiya, 2017). writing descriptive text is one of the materials that are taught in school especially in indonesian senior high school. however, many students face some problems in writing descriptive text. husna et al. (2013) found that one of students‟ difficulties in writing descriptive text is that they are still unable to transfer and develop their idea into a written form well in composing a text. then, students fail to show well-organized writing. they do not write a list of their ideas; they just directly wrote what they thought without planning. by this fact, the writer tries to use instagram as a media to teach writing descriptive text. while those researches noted the varying topics of social media instagram in english language teaching, unfortunately, it did not focus on students‟ descriptive text writing ability. thus, the purpose of this study is, therefore, to investigate how social media instagram can be effective to improve students‟ descriptive text writing skill. social media is basically the web-based services that time by the time it transforms to mobile application that allows people to easily access. miller (2016) stated that the colonization of the space between traditional broadcast and private dyadic communication, providing people with a scale of group size and degrees of privacy that we have termed scalable sociality. social media has a web 2.0 foundation. the term web 2.0, first used in 2004 by o‟reilly media, is meant to describe a second generation of web-based communities and hosted services that let people collaborate and hare information online in perceived new ways, such as social networking sites, wikis, and other communication tools. paily (2013) stated 33 that the concept of web 2.0 application developed out of the idea that online users and consumers desired to be active participants who contributed to the creation of content on the web, therefore cultivating a more socially driven and connected environment. furthermore, social media sites give many possible activities that can be done by users. these sites are used to interact with friends, peers and others that are found in groups on these sites. the sharing of information ranges from news, debates, gossips, feelings or statement of mind, opinions, research (musah and jeffrey, 2015). the term social media is usually used to describe social networking sites such as facebook, youtube, twitter, instagram, snapchat, linkedin, and etc. there are many different types of social media that are provided at this time. the example types of these are such as internet forums, weblogs, social blogs, micro blogging, wikis, podcasts, pictures, video, and rating (ariana et al., 2014). mayfield (2014) created a classification scheme for different social media types by applying a set of theories in the field of media research social presence, media richness and social processes -self-presentation, selfdisclosure. since the first era of internet, it provides wide international resources of language learning. it enables second language learners to communicate directly with native english speakers (derakhshan & hasanabbasi, 2015). by using internet, students can interact with native speaker although they are in a distant area of communication. in the twenty-first century‟s world of global citizenship, the adoption of web tools can boost participation in global citizenship; web-based technology lends itself to facilitating both teachers and learners taking advantage of learning opportunities (kavaliauskienė, 2014). language learners can keep in touch with people specially, with their family, friends and even their teachers whenever they want to (derakhshan & hasanabbasi, 2015). students are not required to meet teacher and their peers to learn, in other ways, they can learn language by online and they ask to their friends or teachers whenever they want. all media can be communicated by students in social media, audio, visual, audio visual, documents and many more. 34 prichard (2013) states that snss can be used to develop the four key kills of reading, writing, listening and speaking, in addition to the development of vocabulary, grammar and socio pragmatic awareness skills. it is important to implement social media in classroom activities as media or learning sources. dhanya (2016) gave the suggestion that the integration of social media into classroom practice entails a reconfiguration of roles: the teacher is no longer the sole source of content, and the students are able to shape their learning in ways which align closely with the needs of their daily lives. in addition, mansor (2016) also gave more examples of social media such as facebook, blogs, instagram, e-mail and twitter that can be used in language learning. they provide a platform where users can dialogue, exchange ideas, and find answers to questions, thus further are able to foster collaboration and discussion. nowadays, one of the most popular social media that used by many people is instagram. instagram is one of the newest social media tools available to brands (lavoie, 2015). instagram is a social media tool introduced in 2010. instagram was first introduced as application software for iphones in october 2010. time by the time, in april 2012 the android market was welcomed into the instagram community (aspcl, 2013). in process of instagram growth, in september 2012, facebook purchased the instagram for one billion dollars. it also has a significant increasing starting from the first launching. in process of instagram growth, in september 2012, facebook purchased the instagram for one billion dollars. it also has a significant increasing starting from the first launching. instagram is growing more rapidly than other platforms. according to al-ali (2014), as shared on instagram‟s website, in two months after its launch, instagram reached a million users, and in less than a year, 150 million photographs were uploaded to instagram. its community has grown to more than 700 million instagrammers and in november 2017, instagram reached its global community of 800 million users (instagram press, 2017). instagram members also have the ability to message each other privately using „direct message‟. these facilities allow users to engage in synchronous and 35 asynchronous communication, both publicly and privately. now, users of instagram can combine up to 10 photos and videos in one post and swipe through to see them all (instagram press, 2017). these posts have a single caption and are square-only for now. users form connections by „following‟ each other‟s profiles which enables them to view the content posted on these profiles and respond in the form of comments or „likes‟. instagram members also have the ability to message each other privately using „direct message‟. these facilities allow users to engage in synchronous and asynchronous communication, both publicly and privately. instagram is useful to help students in writing english subject especially in writing descriptive text. handayani (2016) explained some activities that can be reflected in writing. first is “caption it”. instagram can be an inspiration fairy that can serve as prompt fir students‟ writing. in this activity, teacher and students can post an interesting photo and they write a descriptive caption in the comments. the powerful thing of this activity is that the picture or photo can help students in giving ideas about what to write. it will be challenging by asking students to write their caption using specific sentence types, different parts of speech, clauses, prepositional phrase, and their current vocabulary words. instagram also can be implemented to efl students as media in teaching descriptive text writing. broughton et al. (1980) stated that english is a foreign language which is taught in schools, often widely, but it does not play an essential role in national or social life. it means that efl students only use english in school or other situations which are not extremely important. it be concluded that efl students as individuals which only use english in the english classroom. furthermore, efl students can use instagram as media in descriptive writing process. richards and renandya (2002) stated that writing is the most difficult skill for second language learners to master. the difficulty is not only in generating and organizing ideas, but also in translating idea into readable text. therefore, writing needs a complex skills than other skills such as speaking, listening and reading. writing is a very important capability for being owned by students, 36 writing is also an excellent communication tool (siburian, 2013). through writing, each person is able to convey feelings, ideas, and announcements to others. writing is an effective communicative way to share ideas and thought among people especially students. writing is not only a means of communication where students can share their views and thoughts, it is actually a pre request to master other language skills. definition about writing comes from nunan (2003). he says that writing can be defined by a series of contrast: it is both a physical and a mental act, its purpose is both to express and impress and it is both a process and a product writing is a media to communicate between writers and readers, writing has to be understandable so the readers will know what the researcher means clearly. descriptive text is a text which is intended to describe a particular person, place or thing. according to oshima and hogue (2007), descriptive writing appeals to the senses, so it tells how something looks, feels, smells, tastes, and or sounds. in addition, a good description is like a “word picture”; the reader can imagine the object, place, or person in his or her mind. a writer of a good description is like an artist who paints a picture that can be “seen” clearly in the mind of the reader. method dealing with research questions that had been proposed by the writer, in this study, the writer used convergent parallel mixed methods design as the main design of this study (creswell, 2014). by using convergent parallel mixed methods design, the qualitative method was used to obtain data or information from the results of experimental application of using instagram in improving students‟ descriptive text writing. while qualitative method was used to understand the relation between results obtained by student after treatment. the selection of convergent parallel mixed methods design was based on the opinion of creswell (2014) which convey that in this approach, the writer collected both quantitative and qualitative data during the experimental study, the two data analyzed separately, and the two data was used to answer different research questions. in the research of the explanatory design, the writer gave priority to the 37 collection of quantitative data and collection of qualitative data. in addition, the writer used quasi-experimental design to experimental design. population is an entire group of people of subject or event which all have at least one characteristic in common, and must be define specifically and unambiguously (burns, 2000). based on that term, the population that will use in this research is all students in one of islamic senior high school (ma) in academic year 2017-2018 which consisted of 175 students and divided into five classes, they are x-a, x-b, xi, xii-a, xii-b. burns (2000) stated that sample is any part of population regardless whether of it is representative or not. based on the definition, the writer used sampling technique by using cluster sampling. fraenkel and wallen (2007) stated that cluster sampling is the selection of groups, or cluster, of subjects rather than individuals. in this case, the writer took the students at class x-a and class x-b because the tenth grade of this school is just provided in two classes, namely x-a and x-b. this research was conducted at one of islamic senior high school (ma) in academic year 2017-2018. this school was selected by the writer because based on the pre-observation of the writer, students face some difficulties in writing english text, especially in writing descriptive text. thus, the writer intended to overcome those difficulties by using instagram in learning process. in collecting quantitative data, the writer used pre-test and post-test as research instruments to collect the data. in addition, brown (2001) stated that a test is method of measuring person‟s ability or knowledge in a given domain. based on the statement above, the writer used written test to measure the ability of students‟ descriptive text writing. the students made a descriptive text by following its generic structure. those are identification and description. they also used the language features of descriptive text such as using simple present tense, action verbs, passive voice, noun phrase, adverbial phrase, technical terms, general and abstract noun, and conjunction of time and cause-effect. moreover, in collecting data for qualitative, the writer used questionnaire to students. the close 38 ended questionnaire was used in this research. for the form of questionnaire, the writer gave some statements. in the process of data gathering, the writer used the students‟ score pre-test and post-test. to analyze the data, the writer used the following computation of statistics which is adapted from (burns, 2000) as follows: √ [∑ (∑ ) ] ( ) [∑ (∑ ) ] ( ) ( ) in analyzing the data from qualitative result, the writer used descriptive statistic which was adapted from fraenkel and wallen (2007). the writer choose questionnaire because by using questionnaire students were able to freely write down the things they really felt. a questionnaire is a written collection of selfreport questions to be answered by a selected group of research participants (gay, mills, and airasian, 2012). findings and discussion this regard attempted to analyze the use of instagram in developing students‟ descriptive text writing at tenth grade in one of islamic senior high school (ma) in tasikmalaya. the first purpose of this research to find out the effectiveness of using instagram in improving students‟ descriptive text writing. the design of the research that was used by the writer was quasi-experimental design because it was conducted to test hypothesis. furthermore, writing descriptive test was used as a research instrument in this research. students were asked to write descriptive text minimally two paragraphs as material in oshima and hogue (2007). in scoring the test, the writer analyzed their work by using form of brown (2007). in addition, the data that had been obtained from writing test was analyzed and evaluated by using t-observed formula taken from burns (2000). the findings are as follows: 39 table 1 the findings of data computation 1. the mean of experimental group 0,9 2. the mean of control group 0,6 3. gained score of experimental group 23 4. gained score of control group 16 5. t-observed 3 6. degree of freedom (df) 46 7. t-table 2,021 based on the findings of statistical computation, the t-observed value was 3 and t-critical value was 2,021. it means that –observed value was higher than tcritical value. so, the null hypothesis (h0) was rejected and the alternative hypothesis (h1) was accepted. in conclusion, there is a significant difference of students‟ descriptive text writing between students who are taught by instagram media and those who are not. in relating to this study, students‟ thinking skills were increasing especially in students‟ descriptive text writing skills. it can be seen from the quantitative findings of this study. in addition, prichard (2013) argued that snss can be used to develop the four key kills of reading, writing, listening and speaking. by this point, it was proved that instagram as one of snss (social networking sites) could develop students‟ writing skills. students’ perception on the use of instagram in improving their descriptive text writing in this section, to answer the second research question concerning “how do students perceive the use of instagram in improving their descriptive text writing?” the writer conducted questionnaire to collect the data to 24 students by using a brief rating scales questionnaire such as strongly agree, agree, neutral, disagree and strongly disagree. in collecting the data, the writer adapted questionnaire from martin (2005). the presentation of data used fraenkel and wallen (2007)‟s form. the result of the first statement showed that most students responded agree that they become interested in writing descriptive text by using instagram 40 media. it can be shown that the frequency of students who agreed with the statement was 18 of 24 students and percentage was 75% from total response. the next statement is instagram is comfortable for me in learning processed. the result showed that the most students responded neutral with this statement whether they felt comfortable or not while writing descriptive text by using instagram. it can be seen that the frequency was 10 of 24 students and the percentage was 41,7% from the total response. concerning on students' attention,, it can be understood that the most students responded agree with the statement. after learning descriptive text by using instagram application, they were able to give more attention in learning process. it also happened to their motivation. the result showed that they were more motivated in learning process. besides, students responded that instagram was easy for them to and learning process became more organized in classroom. from this data, it can be concluded that instagram made the learning become easy and became more organized in classroom activity. in addition, instagram gained them more material about writing descriptive text. however, most students agreed that instagram gained more material about writing descriptive text. furthermore, they also became more focus on their learning process. in contrary, the students showed that the use of instagram was ineffective during the learning process because of some reasons; 1). lack of interaction between instructor and students, 2). unstable internet connection, and 3). need affordable cost to install it. to obtained findings from each questionnaire response, the writer concluded that students‟ perception of the use of instagram in developing students‟ descriptive text writing had influence in their descriptive text writing ability. therefore, students responded that they had positive perception of using instagram in their descriptive text writing. in line with bell (2013) stated that instagram has played a major role in enhancing the subjects learning. by this findings in questionnaire, students were motivated and enthusiastic with using instagram while they writing descriptive text. in addition, salomon (2013) argued 41 that instagram has gain a person‟s interest as well as confidence in expressing ideas virtually. according to research findings, the writer found significant difference in teaching descriptive text to efl students in one of islamic senior high school (ma) tasikmalaya between who are taught by using instagram and those who are not. moreover, it can be seen that instagram can develop students‟ descriptive text writing ability. this study was in line with the study conducted by yadegarfar and simin (2016) entitled “effects of using instagram on learning grammatical accuracy of word classes among iranian undergraduate tefl students”. the result of this study showed that students had a positive attitude toward utilization of instagram application. in answering the second question, the writer administrated the questionnaire to find out students‟ perception on teaching descriptive text by using instagram application. students responded that they had positive perception of using instagram in their descriptive text writing. this study was in line with the study conducted by sebah al-ali (2014) conducted the research entitled “embracing the selfie craze: exploring the possible use of instagram as a language mlearning tool”. in comparing with other previous studies, this study also was in line with the study from mansor (2016). conclusions after completing this research, the writer concludes that instagram can give contribution in students‟ descriptive text writing mastery in tenth grade of one of islamic senior high school (ma) in tasikmalaya. from the statistical computation, it can be concluded that the value of t-test (3) is higher than the value of t-table (2,021). therefore, it can be concluded that there is a significant difference in students‟ descriptive text writing 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(2016). effects of using instagram on learning grammatical accuracy of word classes among iranian undergraduate tefl students. international journal of research studies in educational technology. 5(2). 49-60 https://www.statista.com/statistics/253577/number-of-monthly-active-instagram-users/ https://www.statista.com/statistics/253577/number-of-monthly-active-instagram-users/ https://www.theseus.fi/bitstream/handle/10024/129932/terttunen_anna.pdf?sequence=1 https://www.theseus.fi/bitstream/handle/10024/129932/terttunen_anna.pdf?sequence=1 https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 september 2017, vol. 1 no. 2 english education program faculty of teacher training and education galuh university received: accepted: published: july 2017 august 2017 september 2017 developing a lesson plan for teaching english for specific purposes to adult learners at a private university ratnawati ratnawati.english.edu@gmail.com galuh university abstract lesson plan is the written procedures of activities in the teaching and learning process. some components which create lesson plan at least standard competence, basic competence, objective, and learning activities, also assessment. an observation found that lesson plan mismatched to teaching and learning process. consequently, students did not meet good competences in their learning. considering this condition, the developed lesson plan is highly needed to overcome above problems. this article deals with r n d research design proposed by borg and gall (1983). the steps of research-based design focused on preliminary and information collecting, planning, and develop preliminary product of form. the instrument was used is interview. the result of this study shown that developed lesson plan is more attractive, applicable, and informative than previous one. in line with result, development is very important in education. educational development is way to build creative and innovative thinking. also, developing lesson plan is needed to determine the success of teaching and learning process. key words: lesson plan, competence, and development, introduction the most crucial and the first thing before doing an activity and event are making a plan. as well, teachers also need a plan in their teaching. generally, it is well known as lesson plan, it defines as the written procedures of activity in the teaching and learning process. depdiknas (2008) writes that lesson plan is planning which describes a basic of competence from content standard of syllabus. then, planning is an essential component of successful teaching (houston and beech, 2002), this importance of lesson plan in teaching also argued by (grossman, wineburg,and woolworth 2001; little 34 1987; putnam and borko 2000; wang andpaine 2003) in shen and poppink (2007); they said that through lesson planning teachers can reflect upon, explore, and improve their practice in teaching. so, lesson plan is a tool for determining whether teaching is successful or not. conversely, the worthiness of lesson plan is not met by the most teachers. john (2006) states, “when they begin this process for themselves, their responses is quite diverse. for some, the encounter holds creative possibilities; for others, it is a brick wall of bewilderment and anxiety. it means that previous study found that teachers had difficulties in arranging the lesson plan; based on my observation which conducted on may, lecturer assumed that she had not any time for it and without lesson plan teaching and learning process still run; experienced teachers generally make use of less detailed lesson plans than novice teachers and often teach from a mental plan rather than a detailed written lesson plan (richards and bohlke, 2011); last, researcher found weakness of social studies lesson plan which made by the teacher. the same way, researcher found the weakness of the other lesson plan which in the main activity does not write exploration, elaboration, and confirmation (wijaya, 2008). the concept of research and development research and development is creative work undertaken on a basic systematic basis to increase something of scientific and technical knowledge, including knowledge of man, culture and society and the use of this thing of knowledge to devise applications (godin, 2001); in the field of instructional technology, development has a particular, somewhat unique, connotation. the most current definition views development as “the process of translating the design specifications into physical form” (seels & richey, 1994 in richey, klein, and nelson, 2003); the term development, it is consistent with the fundamental attribute of being a process of growth, and in our field development is a very creative process. (richey, klein, and nelson, 2003); next, in its simplest form, developmental research can be either the study of the process and impact of specific instructional design and development efforts; or a situation in which someone is performing instructional design, development, or evaluation activities and studying the process at the same time; or the study of the instructional design, development, and evaluation process as a whole or of particular process components (seels & richey, 1994 in richey, klein, and nelson, 2003). educational research and development (r & d) is a process used to develop and validate educational products (borg and gall, 1983). from the previous definitions, it can be said that research and development is the kind of research which aims to develop or create better new products in order to improve the quality of related field. 35 there are some steps in doing research and development which are suggested by experts. first, a basic premise of this research is that the design–development–evaluation process itself can be viewed as a form of inquiry. (rickey, klein, and nelson, 2003); second, (1) identify schools that effectively serve underachieving populations, (2) identify the practices of consistently effective schools serving chronically low performing student populations, (3) develop these practices into a form that can be transferred to schools less successfully serving similar populations, (4) create a system to support the adoption of these practices at such schools, (5) evaluate the transfer (6) where needed, revise both the practices and the transfer process based on these evaluations. (r n d center, 2010); third, (a) providing ideas (suggestions, directions) for optimizing the quality of the intervention to be developed; (b) generating, articulating and testing design principles. these principles can be of a 'substantive' nature, referring to characteristics of the intervention (what it should look like), or of a 'procedural' nature (how it should be developed). (akker, 2008); fourth, borg and gall (1983) also proposed steps of research and development are; a. research and information collecting, meaning that learning about literature relate to the problems have been studied, b. planning, it means that plan the innovative way or solutions of the problems, decide the objectives, and test the validity of the solution itself, c. develop preliminary form of product, meaning that develop the beginning of the product will be developed, d. preliminary field testing, check the validity of the product on the limited sample, e. main product revision, it means that revise the product after doing testing from sample, f. operational field testing is validity testing of the developed product, g. final product revision is final revision of the developed product. this article deals with the theory proposed by borg and gall (1983). the concept of lesson plan some educators and experts of teaching have different view of the definition of lesson plan. first, a lesson plan is a plan for learning. as is true in most activities, the quality of planning affects the quality of results. (gibert, 2011); planning is an essential component of successful teaching. as a student teacher, you must have a lesson plan for each lesson you present. lesson planning can be time consuming, but the results are worth the effort. the results of good planning are well organized and meaningful lessons, as well as a higher level of self-confidence on the part of the teacher. (houston and beech, 2002) ; a lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during the class time.(malkova, 2011); lesson plan is planning which describes a basic of competence from content standard of syllabus (depdiknas,2008). 36 from this view, lesson plan is a plan of teaching which contain several activities in the teaching and learning process. moving on the importance of lesson plan, it is very influential in determining the success of teaching and learning process. the importance of it is also stated by some viewpoints. for the beginning, a well-developed lesson will meet the needs of the students, promote good use of class time, assist with general classroom management and discipline (university of minnesota duluth, 2012); since it is like a script in movies, lesson plans makes teaching mundane and easy, it makes you organized whilst teaching, you can able to determine when to insert icebreakers and interesting facts and lessons to keep your student and pupils glued to their lessons, lesson plans will easily help you to achieve your goals and objectives, lesson plans helps you get rid of problems or avoid them, it gives you a reality check of your everyday performance, it improves the habit and attitude of your students or pupils, it definitely improves your teaching skills (houston and beech, 2008). in order to gain the effective teaching and learning process, so teachers also need the effective lesson plan too. there are some components of lesson plan. first, it consists of goals, activities, sequencing (the order in which activities will be used, including opening and closing activities, timing (how much time you will spend on different activities), grouping (when your class will be taught as a whole and when your students will work in pairs or groups, and resources. next, effective instructional plans are necessary for teaching that leads to improved student learning. those plans also provide teachers with clear documentation of what has been taught. (bureau of instructional support and community services, 2002); the lesson plan components are write the objective, introduce the lesson, present the content, provide practice and feedback, summarize the lesson, assess student learning, implement, reflect, and revise. (the reep adult esl curriculum, 1994); the minimum requirements for any plan are: an objective; the teaching procedure; and means of evaluating what learning occurs (houston and beech, 2008). teaching english for adult learners teaching english in the university level is the compulsory for students. every student has to pass english course around one or two semesters. when we talk about english, it can be apart from language. every language consists of four skills should be acquired by students in order to communicate others well. students of university level are categorized as adult learners. when lecturers teach adult, it is as challenge because they have many characteristics which differ from previous level (yang, 2005). those differences are; (1) autonomous learners, meaning that learners have different needs with other students, so 37 that lecturers cannot compare to others, educators have to apply the strategies in order to class can be interesting and ridiculous, (2)motivated individuals, most adults who enroll in english courses, do so of their own volition, (3) a wealth of knowledge, one of the greatest advantages of teaching adult learners is the incredible amount of knowledge and experience they can bring to class. the adult learner is primarily independent/self-directed in what he/she learns., the adult learner has considerable experience to draw upon, the adult learner is most apt to be interested in topics that relate to the developmental stage of his/her life, the adult learner is most interested in information and ideas that solve problems that they are presently faced with, the adult learner is most interested in information that can be immediately applied, the adult learner is motivated from within him/herself (levine, 2001) because of the characteristics of adult learners, lecturers or educators need to apply strategy, method, and techniques to gain students participations in classroom. (trivette, dunts, humby, and o’herin, 2009) said that educators can use some techniques such as; (1) accelerated learning. first called suggestopedia, this adult learning method includes procedures for creating a relaxed emotional state, an orchestrated and multi-sensory learning environment, and active learner engagement in the learning process, (2) coaching, it is a method of transferring skills and expertise from more experienced and knowledgeable practitioner to less experienced ones, (3) guided design. it was developed to promote critical thinking and self-directed learning. this adult learning method is characterized by a decision-making and problem-solving process that includes procedures for using real world problems for mastering learning content using small-group or team processing and facilitator guidance and feedback. then, (mohan, 1998) also promotes some techniques or methods such as; grammar translation method, direct method, the audiolingual method, clt, language immersion, minimalist/methodist, directed practice, learning by teaching. method this study employed research based design which is proposed by borg and gall (1983). the following is the schema of the steps of research and development proposed by borg and gall (1983). 38 research and information collecting planning develop preliminary product of form operational field testing main product revision preliminary field testing final field testing a. research and information collecting, it was done before getting documents from collaborators and doing an observation on the object of research. the activities of this part are discussing the previous documents of learning such as; syllabus, lesson plan, and materials from other teachers and lecturers. the discussion includes classical discussion and group discussion. the previous one lecturer showed us original of learning documents, analyse errors, and develop some errors into better one together and in the group discussion, we should do the same thing, but we had to revise and developed based on the previous explanation, references, and knowledge of the members, also need analysis. besides that, reading some references related to the study also done so that i can develop the documents based on the references have been read and way of developing of documents from discussion. b. planning, before doing a development, our group decided what activities involved on this part such as; getting permission letter from institution, getting documents of learning, doing an observation, discussing the result of the observation, matching the documents of learning and result of observation. the time allotment for finishing this part during a week from monday, 17 th may 2012 to 24 th may 2012. the following is the list of the activities on the planning steps. c. develop preliminary product of form, it was done during a week from friday, 25 th may 2012 to 1 st june 2012. in this part, we decided to do the revision of original 39 documents individually, then, we had discussion to check our revision, discussion, and decide revision to be used for development. for avoiding biases, triangulation was done through consulting our revision to the expert, in this case is our lecturer, and the lecturers from other faculties. because of the limitation of time, the research was stopped and the result will be discussed later. moreover, the subject of the research is documents of teaching and learning which only focused on the lesson plan. findings and discussion findings after doing the three steps of the research and development proposed by borg and gall (1983), there are some findings that need to be discussed. again, this article studied focus on lesson plan on the english business course of economy faculty. the following are findings; a. standard of competence, it consists of two competences which have different level of achievement, so they are very hard to achieve by students if it is collaborated into one. b. basic competence, there are three basic competence which again do not related others, so they are very difficult to have those three competences. then, there is one of competency which do not use operational verb so that it cannot be measured clearly and exactly. c. indicator, indicators are as same as the basic competence, they are totally wrong. based on the previous theories said that every basic competence had to develop into two indicators. d. objective, again, the objectives are as same as the indicators and basic competence, so they need to be revised and developed. e. materials, the materials shown is very general, they cannot describe what competencies should be achieved through materials. f. teaching method, they are shown that they are very monotonous, so it is very usual, when the competences are not achieved. g. learning activities, in this part, a team also wrote very generally, so the teaching and learning process cannot be imagined well through lesson plan. h. source, there is no problem for this part 40 i. assessment, it is lack of information of this part, it should be stated instruments, rubric of evaluation, and how to give score and its average. for more detail information about this finding, please see appendix 1. development after knowing the result of discussion and analyzing errors of lesson plan on english business course of economy faculty, now this article come to the development. based on the error analysis result, it a must to do development of all aspects of lesson plan. those aspects are; standard of competence, basic competence, indicator, objective, materials, teaching method, learning activities, assessment, and resources. the following are the development of the original product. a. standard of competence, it was revised into one competence because it is more logically to achieve by students. b. basic competence, there are two basic competencies developed and all of them indicate of using operational verbs, so the competencies can be measured exactly. c. indicator, there are three developed indicators with operational verbs and they follow the cognitive level from bloom and anderson (1956). d. objective, there are five developed objectives of the indicators. they are more specific than indicators. e. materials, it was developed completely because they stated reading passage that will be learned by students, matching words, and list of questions which fulfill the objectives of basic competence. f. teaching method, they were also clear than previous and they are very attractive for students. g. learning activities, developed learning activities are very clear than previous one. in this part, time allotment of pre, main, and post activities are stated, so lecturers are very easy when apply it in their teaching and learning process. h. assessment, the developed assessment is very complete which consist of instrument with its each example, rubric of evaluation, and how to calculate students’ score and their average. i. source, it only uses the developed handout which more colorful and attractive. 41 conclusions the process of developing of lesson plan has to pass some steps. this article focuses on the research and information collecting, planning, and develop preliminary product of form. the result of developing is significantly different. the result of interview shown that developed lesson plan is more attractive, applicable, and informative than previous. all the aspects of lesson plan are developed to gain appropriate competences through applicable and attractive lesson plan. those developed aspects include standard of competence, basic competence, indicators, objectives, materials, teaching method, learning activities, assessment, and sources. for avoiding result bias of developing lesson plan, triangulation was done by consulting to the experts and collaborators. references akker, j.v (2008). chapter i: principles and method of development research. available on http: //www.developmentalresearch.com arlington education and employment program. (1994). the reep adult esl curriculum (3rd ed.). available from http://www.apsva.us/reep borg, w and gall, m. (1983). educational research. cambridge: longman. david’s english teaching world. (2012). methods of teaching foreign languages. available on http://www.eltworld.net/ depdiknas. (2008). sosialisasi ktsp: pengembangan rencana pelaksanaan pembelajaran/lesson plan. unpubllished. gibert, n. (2007). life skills lesson plans: the importance of lesson plan. available on http://www. importanceoflessonplan.com godin, b. (2001). defining r&d: is research always systematic? available on http://www.rndjournal.com/ houston, b and beech, m. (2002). designing lessons for the diverse classroom: a handbook for teachers. florida: center for performance technology. john, p. d. (2006). lesson planning and the student teacher: re-thinking the dominant model. j. curriculum studies. vol. 38. no. 4, pp: 483-498. available on http://www.routledge.com/ levine, s.j.(2001) the challenge of helping adults learn: characteristics of adult learners &implications for teaching technical information. workshop handout. available on http://www.learnerassociated.net/ http://www.developmentalresearch.com/ http://www.developmentalresearch.com/ http://www.apsva.us/reep http://www.eltworld.net/ http://www.rndjournal.com/ http://www.routledge.com/ http://www.learnerassociated.net/ 42 malkova, s. (2011). strategies for effective lesson planning. available on http://www.centerforresearchonlearningandteaching.com/ mohan, c. (2012). teaching adult how-to: advantages and challenges. available online on http://www.teachingenglish.com/ richard, j.c and bohlke, d. (2011). creating effective language lessons. new york: cambridge university press. richey, r, klein, j.and nelson, w. (2003). developmental research: studies of instructional design and development. developmental research. available on http://www.developmentalreseach.com/ shen,j and poppink, s. 2007. lesson planning: a practice of professional responsibility and development. education horizons. available on http:// www. educationalhorizons.com/ sweet, d. (2010). national r&d center on scaling up effective schools: washington dc: r&d center. trivette, c, dunts, c, hamby, d, and o’herin, c (2009). characteristics and consequences of adult learning methods and strategies. research brief volume 3, no.1 available on http:// tnt.asu.edu/ wijaya, d.n. (2008). peningkatan kemampuan guru dalam menyusun rpp melalui super visi klinis & implikasinya terhadap pembelajaran ips1. thesis. available on http://www. thesisonlineums.go.id/ yang, yi. (2005). teaching adult esl learners. the internet tesl journal, vol. xi, no. 3, march 2005 available on http://iteslj.org/ http://www.centerforresearchonlearningandteaching.com/ http://www.teachingenglish.com/ http://www.teachingenglish.com/ http://www.developmentalreseach.com/ http://www/ http://iteslj.org/ https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 february 2018, vol. 2 no. 1 english education program faculty of teacher training and education galuh university 25 received: accepted: published: october 2017 december 2017 february 2018 male-female efl students’ perception on the use of audio visual aids to improve their vocabulary mastery firda fauziah firdafauziah157@gmail.com english education program, galuh university etika rachmawati etika.rachmawati@unigal.ac.id english education program, galuh university misbahudin mizbach01@yahoo.co.id english education program, galuh university abstract this study attempted to investigate male-female efl students’ perception on the use of audio visual aids in learning vocabulary mastery. the aims of this study were to finding out the male efl students’ perception on the use of audio visual aids in learning vocabulary, the female efl students’ perception on the use of audio visual aids in learning vocabulary, and how audio visual aids help students in improving their vocabulary mastery. the participants were 19 students at the tenth grade students in one of senior high schools in ciamis. this study employed one type of qualitative strategies that was using case study. the writer used three instruments to gain the data, they were questionnaire, interview and observation. the result for the first question asserted that male students perceive the use of audio visual aids was good to be used in learning process, especially in learning vocabulary. moreover, the result for the second question revealed that female students perceive audio visual aids have some benefits in learning process, especially in learning vocabulary. then, the result for the third question asserted that audio visual aids help the students in improving their vocabulary mastery. it can be concluded that malefemale efl gave positive perceptions toward the use of audio visual in learning vocabulary and audio visual aids help the students to improve their vocabulary mastery. besides, it is suggested for the english teacher, it is hoped that this study could be a new way in giving the new situation in the classroom. moreover, it is suggested for the students because the most students feel helped in learning process, especially in learning 26 vocabulary by using audio visual aids. for further researchers, the result of this study can be used as reference in the same field with the different interest. keywords: perception, gender, audio visual aids, vocabulary, vocabulary mastery introduction vocabulary is the most important component that will become the basic competence in order to successfully master the four language skills like listening, reading, and writing especially in speaking. vocabulary is the foundation of english language learning (wang, teng, & chen, 2015, p. 100). if the students have mastered a number of vocabularies required at their level, it will be easier for them to master those elements in english learning. so, from all aspect foreign language that should be mastered by the students in the learning process, vocabulary is the most important aspect because the students can not use foreign language without vocabulary. one of the ways to teach vocabulary is by using audio visual aids. audio visual aids are those devices which are used in classrooms to encourage teaching learning process and make it easier and interesting (sofi, 2017, p. 271). by using these aids, the students can watch the video that presents the vocabulary and also listen to its pronunciation from the native speakers. male and female have different style in using language by them. it must be true that male and female have different language in expressing their thought, especially they have different perception based on their mind. perception is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment (robbins and judge, 2013, p. 166). perception also includes how we respond to the information. therefore, the researcher is interested in doing this research to find empirical data about male-female efl students’ perception on the use of audio visual aids to improve vocabulary mastery. meanwhile to support the present study, the writer will highlight some previous study. the first previous study was carried out by rasul et all . (2011) entitled “a study to analyze the effectiveness of audio visual aids in teaching learning process”. the second previous study was undertaken by azis & sulicha (2016) entitled “the use of cartoon films as audio visual aids to teach english vocabulary“. third researcher will be the third previous study who was conducted by mathew & alidmat (2013) entitled “a study on the usefulness of audio-visual aids in efl classroom: implications for effective instruction”. the writer concludes that, there were not much study discussed about efl 27 students’ perception on the use of audio visual aids in learning vocabulary and in the present study, the writer focus on male-female efl students’ perception on the use of audio visual aids to improve vocabulary mastery. method the methodology of this research was qualitative method. the writer used one type of qualitative strategy that is case study. case studies are a strategy of inquiry in which the researcher explores in depth a program, event, activity, process, or one or more individuals. cases are bounded by time and activity and researchers collect detailed information using a variety of data collection procedures over a sustained period of time (stake, l 995) in creswell (2009, p. 13). the writer used case study because, the writer wants to know in detail and more in depth about the case. the case in this study was the perception of male-female students towards learning vocabulary by using audio visual aids to improve their vocabulary mastery. the writer wants to know more in detailed and more in depth about how the perception of male students and how the perception of female students toward learning vocabulary by using audio visual aids. this study involved one class of the tenth grade students which consist of nineteen students. that was x-ips 2. from these students, the writer selected four students as the sample for interview participants. two male and two female were selected to strengthen the data from questionnaire. the participants were taken by using purposive sampling technique. according to fraenkel et.al (2006, p. 100) “purposive sampling is the sampling that researchers do not simply study who-ever is available but rather use their judgment to select a sample that they believe, based on prior information, will provide the data they need”. the writer used purposive sampling because the writer wants to know the perception of male-female students based their intelligence. the writer chose one senior high school in ciamis as the place of the research for many reasons. the first, the writer was a practice teaching (ppl) in this school, so the writer knows the condition of the school. the second one is that it is relevant with the topic that the writer intends to investigate because this school ever use audio visual aids in learning english. so, it is hoped that this study run well. and the last this school is near from the writer’s site so it made easier to access the participant in collecting the data. 28 findings and discussion related to the results of students’ questionnaire, interview and observation, the writer figured out some findings of this study. the findings of this study were: 1. questionnaire questionnaire’ response from male and female students no statements gender response sa a n d sd total 1. dari pengalaman belajar saya, saya termotivasi untuk belajar bahasa inggris dengan menggunakan audio visual aids. “through my learning experience, i motivated to learn english by using audio visual aids”. male 1 (20%) 3 (60%) 1 (20%) 0 0 5 (100) % female 5 (36%) 4 (28%) 5 (36%) 0 0 14 (100) % 2. dari pengalaman belajar saya, saya mendapatkan lebih banyak kosakata bahasa inggris melalui penggunaan audio visual aids. “from my learning male 0 2 (40%) 3 (60%) 0 0 5 (100) % female 3 (21%) 10 (72%) 1 (7%) 0 0 14 (100) % 29 experience, i got more english vocabularies through the use of audio visual aids”. 3. audio visual aids membantu saya untuk meningkatkan penguasaan kosakata bahasa inggris saya. “audio visual aids helps me to improve my english vocabulary mastery”. male 1 (20%) 3 (60%) 0 0 1 (20%) 5 (100) % female 2 (14%) 11 (79%) 0 0 1 (7%) 14 (100) % 4. setelah saya belajar menggunakan audio visual aids membuat saya lebih mudah dalam berbicara bahasa inggris, karena saya mendapat banyak kosakata dari pembelajaran. “after learning by using audio visual aids makes me male 0 2 (40%) 2 (20%) 0 1 (20%) 5 (100) % female 0 11 (79%) 2 (20%) 0 1 (20%) 14 (100) % 30 easier in speak english, because i get some vocabularies from the learning”. 5. belajar bahasa inggris menggunakan audio visual aids membuat kosa kata bahasa inggris saya lebih beragam. “learning english by using audio visual aids makes my english vocabulary more diverse” male 1 (20%) 3 (60%) 0 1 (20%) 0 5 (100) % female 0 9 (64%) 4 (29%) 1 (7%) 0 14 (100) % 6. saya berfikir bahwa penggunaan audio visual aids membantu saya menguasai kosakata lebih mudah. “i think that the use of audio visual aids helps me to master vocabulary more easily”. male 1 (20%) 1 (20%) 2 (40%) 0 1 (20%) 5 (100) % female 2 (14%) 6 (43%) 4 (29%) 1 (7%) 1 (7%) 14 (100) % 31 7. setelah belajar dengan menggunakan audio visual aids membuat saya lebih fokus dalam proses pembelajaran. “after learning by using audio visual aids makes me more focus on the learning process”. male 0 3 (60%) 1 (20%) 0 1 (20%) 5 (100) % female 2 (14%) 6 (43%) 5 (36%) 1 (20%) 0 14 (100) % 8. saya fikir audio visual aids adalah alat yang berguna untuk membantu saya mendapatkan kosakata dengan mudah. “i think audio visual aids is a useful tool for helping me get vocabularies easily”. male 0 1 (20%) 2 (40%) 2 (40%) 0 5 (100) % female 0 8 (58%) 3 (40%) 2 (14%) 1 (7%) 14 (100) % 9. keyakinan saya, audio visual aids menarik untuk digunakan dalam proses pembelajaran bahasa inggris. “in male 0 2 (40%) 2 (40%) 0 1 (20%) 5 (100) % female 1 (7%) 10 (72%) 1 (7%) 2 (14%) 0 14 (100) % 32 my belief, audio visual aids is interesting to be used in learning vocabulary”. 10. keyakinan saya, audio visual aids bagus untuk digunakan dalam proses pembelajaran. “in my belief, audio visual aids is good to be used in learning process male 0 1 (20%) 3 (60%) 0 1 (20%) 5 (100) % female 3 (21%) 8 (58%) 2 (14%) 1 (7%) 0 14 (100) % from the table above, male and female students gave positive perceptions. the students agreed that they are interested to learn english by using audio visual aids, particularly in learning vocabulary. they agreed that audio visual aids can improve their vocabulary mastery because they got more vocabularies from the learning by using audio visual aids. they also agreed that learning by using audio visual aids make them more focus on the learning process. they also agreed that learning by using audio visual aids make them more focus on the learning process and make them easier in speak english because learning by using audio visual aids makes their vocabulary more diverse. it is accordance with sofi (2017, p. 271) audio visual aids are those instructional devices which are used in the classroom to encourage learning and make easier and interesting. 2. interview based on the data from interviews, male high level students gave positive perceptions toward learning vocabulary by using audio visual aids. they said that learning by using audio visual make the learning process more interesting and fun. learning by using audio visual make the students more focus on the learning process, especially in learning vocabulary. learning by using audio visual aids also make them got more vocabularies. while, low level students also gave positive perception, but low male level 33 student not as enthusiastic as male high level student, because there were some difficulties when he learned by using audio visual, especially in learning vocabulary. the conversation of the video was so fast, so the student was difficult to understand the meaning of vocabulary. furthermore, female high level students gave positive perceptions toward learning english vocabulary by using audio visual aids. she felt that learning english by using audio visual aids, especially in learning vocabulary, make the learning process more fun, interesting and the lesson become easier to be understood by the student. it made studying english more comportable. they also said that this strategy did not make the students felt bored in the class. while, low level students felt the learning process more fun and interesting enough but the low level students got some difficulties. she said that if the sound was not clear, the vocabularies or conversation was difficult to heard and understand and the student difficult to understand the conversation of the video because the conversation was so fast. 3. observation based on the data of observation result, learning english by using audio visual especially in learning vocabulary can help the students. from the video that the teacher showed, the students got some vocabularies. there were the students got fifteen vocabularies, eleven vocabularies, eight vocabularies and etc. when the teacher asked to the students to retell the story based their own words, the students looked easy enough express their sentences because they have learned some vocabularies from the video before. the students also pronounced some vocabularies well, because they heard directly from the video how they should pronounce the vocabulary. according to richard and renandya (2002, p. 255) vocabulary is a core component of language proficiency and provides much of the basic for how well learners speak, listen, read and write. it must be mastered if the students want to master english well. discussion this research described the use of audio visual aids in improving students’ vocabulary mastery. the data were obtained by questionnaire, interview and observation. this research aimed to find out male-female efl students’ perception of the use of audio visual aids to improve their vocabulary mastery and how do audio visual aids helps students in improving their vocabulary mastery. 34 the first research question of this study emphasized on male efl students’ perception toward audio visual aids in learning vocabulary. from the data of questionnaire, male students gave some positive perceptions. about 20% male students answered strongly agree and 60% male students answered agree that audio visual aids can improve their vocabulary mastery because they got more vocabularies from the learning by using audio visual aids. meanwhile, 20% male students answered strongly agree and 60 % answered agree that learning english by using audio visual aids makes their english vocabulary more diverse. moreover, 60% male students answered strongly agree and 20% male students answered agree that learning by using audio visual aids makes them more focus on the learning process. besides questionnaire, the writer also used interview as the second instruments. from the data of interview, high and low male students also gave positive perceptions. they said that learning by using audio visual aids make the learning process more interesting and fun. learning by using audio visual aids makes them more focus on the learning process, and also they got more vocabulary through learning by using audio visual aids. but, low male student was not as enthusiastic as male high level students, because there was difficulty when they learned by using audio visual aids, especially in learning vocabulary. he was difficult to understand some conversations or vocabularies, because he rarely heard english conversation or vocabularies. this result shows that male students perceive the use of audio visual aids was good to be used in learning process, especially in learning vocabulary the second research question of this study focuses on female efl students’ perception toward audio visual aids in learning vocabulary. from the data of questionnaire, almost of the female students gave positive perceptions in every statement. about 36% female students answered strongly agree and 36% answered agree that they are interested to learn english vocabulary by using audio visual aids. meanwhile, 14% answered agree that audio visual aids can improve their vocabulary mastery because they got more vocabularies from the learning by using audio visual aids. moreover, (79%) answered agree that learning by using audio visual aids make them easier in speak english because learning by using audio visual aids makes their vocabulary more diverse. while, from the data of interview, they gave positive perceptions toward learning english vocabulary by using audio visual aids. they felt that learning english by using audio visual aids, especially in learning vocabulary, make the learning process more fun, 35 interesting and the lesson become more easy to understand by the student. it made studying english more comportable. they also said that this strategy did not make the students felt bored in the learning by using audio visual aids help them to improve their vocabulary mastery, because they got more vocabularies enough. moreover, they still got a little difficult. the difficult was if the speaker of the video is native speaker, it’s make the student difficult to understand the conversation and got the vocabulary because the conversation of the video is so fast. but, this is not big problem for the teacher. this result shows that female students perceive audio visual aids have some benefits in learning process, especially in learning vocabulary. the third research question of this study was focuses on how audio visual aids help students in improving their vocabulary mastery the writer used non participant observation to answer this research questions. from the data of observations, the writer concludes that learning english by using audio visual especially in learning vocabulary can help the students in improving their vocabulary mastery. from the video that the teacher showed, the students got some vocabularies. there were the students got fifteen vocabularies, eleven vocabularies, eight vocabularies and etc. when the teacher asked to the students to retell the story based their own words, the students look easy enough to express their sentences because they have learned some vocabularies from the video before. the students also pronounced some vocabularies well, because they heard directly from the video how they should pronounce the vocabularies. this result shows that audio visual aids help the students in improving their vocabulary mastery. after answering the research questions, the writer tends to compare the results of the presents study with the selected previous studies outlined in the chapter two. the first previous study conducted by rasul et al. (2011) entitled “a study to analyze the effectiveness of audio visual aids in teaching learning process”. rasul et al. (2011) has similar results. this selected previous study designed to analyze the effectiveness of audio visual aids in teaching learning process. besides, to achieve the purpose of study two questionnaires was designed as research tool. the result of the study were (i) the respondents viewed that a.v aids play important role in teaching learning process (ii) a.v aids make teaching learning process effective (iii) the respondents viewed that a.v aids provide knowledge in depth and detail (iv) it brings change in class room environment. (v) it motivates to teachers and students. 36 furthermore, the results of the second previous study conducted by azis & sulicha (2016). they investigated the research entitled “the use of cartoon films as audio visual aids to teach english vocabulary“. azis & sulicha (2016) has similar result. this selected previous study is to study the use of cartoon films as an instructional media for teaching vocabulary and to find out the responses of the students towards the use of this media. the way to get the result of this study has a bit different way. this study also used quantitative design to get the result, but in my present study used qualitative design. the results from the quantitative data show the students who were taught by using cartoon films as an audio-visual aid got a better result than those who were taught by using other traditional visual aids. furthermore, the responses from the students to the use of the cartoon film were highly positive. the use of cartoon films as an audio-visual media aid also resulted in a positive impact to the cognitive, affective, and psychomotor aspects of the students as it enhanced their vocabulary. finally, the last study was undertaken by mathew & alidmat (2013). they investigated the research entitled “a study on the usefulness of audio-visual aids in efl classroom: implications for effective instruction”. mathew & alidmat (2013) has a bit different result. this selected previous study are to explore the following statements about efl students’ perception about the use of audio-visual aids in the classroom and efl students’ approach to audiovisual resources in the classroom. to achieve this purposes, the researcher used a combination of quantitative and qualitative method as the research methodology in this study. the findings of the study reveal that integrating audio-visual resources with the prescribed course content has a positive impact on the teaching-learning process in efl classroom. students find these resources useful in understanding difficult concepts given in the course books. they feel that the use of these aids can increase retention. conclusions this research investigated male-female efl students’ perception on the use of audio visual aids to improve their vocabulary mastery. in this section, some conclusions are highlighted based on the result of data analysis which are based upon the data from questionnaire, interview and observation in the previous chapter. therefore, the writer found several findings from the study conducted. the first research question of this study emphasized on male efl students’ perception toward audio visual aids in learning vocabulary could be answered based on the 37 result of questionnaire and interview. based on the data collected through questionnaire and interview in order to find out male efl students’ perception of the audio visual aids in learning vocabulary, the writer found that the male students gave their positive perceptions toward learning vocabulary by using audio visual aids. the second research question of this study emphasized on female efl students’ perception toward audio visual aids in learning vocabulary could be answered also based on the result of questionnaire and interview. the writer found that the female students also gave their positive perceptions toward learning vocabulary by using audio visual aids. in responding the third research question i.e. how do audio visual aids help students in improving their vocabulary mastery, could be answered based on the result of observation. the result of observation showed that audio visual aids help students in improving their vocabulary mastery. from the video that the teacher showed, the students got some vocabularies. there were the students got fifteen, eleven, eight vocabularies and etc. when the teacher asked to the students to retell the story based their own words, the students look easy enough to express their sentences because they got some vocabularies from the video before. the students also pronounce some vocabulary well, because they hear directly from the video how they should pronounce the vocabulary. based on the results of the conclusions presented previously, the writer also presents some suggestions to the english teacher as the guide of education, the students as the subject of education and the other researchers. in this regard, those suggestions are as follows: it is suggested for the english teacher, it is hoped that this study could be a new way for the english teachers in giving the new situation as the way to reduce the students’ boredom in the classroom. moreover, it is suggested for the students because based on the result of this study, the most students feel helped in learning process, especially in learning vocabulary by using audio visual aids. for further researchers, the result of this study can be used as reference in the same field with the different interest, for example learning vocabulary with another strategy 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(2015). using ipad to facilitate english vocabulary learning. international journal of information and education technology, 5(2), 100–104. https://doi.org/10.7763/ijiet.2015.v5.484 wang, y. w. y. (2007). on the cognitive processes of human perception with emotions, motivations, and attitudes. international journal of cognitive informatics and natural intelligence, 1(december), 1–13. https://doi.org/10.1109/coginf.2005.1532633 http://www.instructionalmedia.com/ http://www.academicsjournal.com/ https://doi.org/10.7763/ijiet.2015.v5.484 https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 september 2018, vol. 2 no. 2 english education program faculty of teacher training and education galuh university 56 received: accepted: published: july 2018 august 2018 september 2018 efl male and female students’ perception on speaking anxiety in class-oral presentations debby almira etika rachmawati didih faridah galuh university, ciamis, west java indonesia debbydealmira@gmail.com abstract the study attempted to investigate the perceptions of efl male and female students about speaking anxiety in class-oral presentations and the strategies of efl male and female students do to handle their speaking anxiety in class-oral presentations. afterwarrds, the writer set forth two research questions: (1) what are the perceptions of efl male and female students about speaking anxiety in class-oral presentations? (2) what are the strategies of efl male and female students do to handle their speaking anxiety in class-oral presentations?. this study employed qualitative strategies by using case study. the participants were 30 second grade students which consists of 15 male and 15 female students from one of private university in ciamis. the results for the first research question found that male and female students always felt anxiety if they should present a presentation at class and that anxiety was caused by some factors such as anxiety because of their selves, other students and their teachers. moreover, the results for the second research question revealed that strategies used by students do to handle their speaking anxiety in class-oral presentations as follows. the first, trying to be confident. the second, making the atmosphere more cheerful. the third, well prepare. finally, it is expected that class-oral presentations make the students feel anxious but still could handle their speaking anxiety with several strategies. besides, it is suggested for further teachers to find out some technique to improve their ability in teaching english and must consider the aspect of students’ psychology such as anxiety and motivation when they teach. . keywords: speaking anxiety, gender, perception, class-oral presentations. mailto:debbydealmira@gmail.com 57 introduction many of us have been in situations as language learners when teacher asked a question and our minds go blank or perhaps our heads follow a teacher around the class as we nervously await our turn to speak, barely listening to other students' output, our eyes trained on the teacher to see which "unfortunate victim" will be chosen to speak next. at other times we avoid communicative opportunities altogether. as matter of fact anxiety is still not easy to define in a simple sentence. suleimenova (2012, p. 1860) defined "anxiety is distress or uneasiness of mind caused by fear of danger or misfortune”. the definition shows that anxiety is a feeling that is closely related to psychological system of individuals who are experiencing feelings beyond what it would normally be. the fact is in line with what melouah (2013, p. 65) states that speaking anxiety is one of the most important affective variables that influences foreign language learning, often has a detrimental effect on the students oral performance of english. amini (2013, p. 71) noted that “public speaking anxiety is very common among both university. students and also the general population. it is a feeling of panic associated with physical sensations that are all too painfully familiar to those affected such as increased heart and breathing rates, increased adrenaline, over-rapid reactions, and a tension in the shoulder and neck area”. it negatively influences the adaptation to the learning atmosphere of students and their achievement. it can be argued that many learners are afraid of using a foreign language orally. in order to be successful in language learning speaking anxiety must be overcome. gender has been considered as a significant factor in foreign language learning. there are some discrepancies between men and women with regard to foreign language learning which cannot be fully erased through education. according to connell (2009, p. 9) gender is a key dimension of personal life, social relations and culture. speaking anxiety speaking is one of the most significant parts of language learning. due to the great influence on the process of language learning, speaking anxiety has played a crucial role in language learning. according to melouah (2013, p. 65) speaking anxiety is one of the most important affective variables that influences foreign language learning, often has a detrimental effect on the students’ oral performance of english. amini (2013, p. 71) noted that “public speaking anxiety is very common among both university students and also the general population”. it is a feeling of panic associated 58 with physical sensations that are all too painfully familiar to those affected such as increased heart and breathing rates, adrenaline, over-rapid reactions, and a tension in the shoulder and neck area. gender gender has been considered as a significant factor in foreign language learner. there are some discrepancies between men and women with regard to foreign language learning which cannot be fully erased through education. in-depth studies have found different levels of language anxiety between male and female learners. according to connell (2009, p. 11) gender is a key dimension of personal life, social relations and culture. it is an arena in which we face difficult practical issues about justice, identity and even survival. in addition, fauziah, f., rachmawati, misbahudin (2018) state that male and female have different language in expressing their thought, especially they have different perception based on their mind. gender is also a topic on which there is a great deal of prejudice, myth and outright falsehood. many people believe that men and women are psychologically opposites, that men are more intelligent than women, that men are naturally violent, or that gender patterns never change. perceptions perceptions are believed to first have been studied in philosophy by locke and hume at the beginning of the 18th century. since then, the concept has been employed in a wide range of fields: sociology, anthropology, socio linguistics, social psychology, and so on. just a brief glance at a face can give a wealth of information about the person’s age, gender, race, mood, and attractiveness. in addition, wang (2007, p. 67) states that perception is a set of internal sensational cognitive processes of the brain at on the cognitive processes of human perception with emotions, motivations, and attitudes, the subconscious cognitive function layer that detects, relates, interprets, and searches internal cognitive information in the mind. perception may be considered as the sixth sense of human beings since almost all cognitive life functions rely on it. perception is also an important cognitive function at the subconscious layers that determines personality. class-oral presentations oral presentations are becoming a more important part of language teaching, especially in the university environment. often the purpose of these classes is to prepare students for being a prospective teacher who must be used to speak in front of his 59 students. based on king (2002, p. 413) oral presentations are used in l2 classrooms to assist students with varying english proficiency levels to reach fluent oral proficiency. few researchers have actually looked at the role or purpose of presentations in the language classroom. those who have done so sometimes questioned the necessity of presentations. taking into account the importance of developing efl speaking skills, it is vital to determine the most useful techniques and activities which can help efl learners improve their speaking skills. method this research method is designed based upon the problem analysis and the main purpose of the research that employs case study are in depth examination of people of groups of people. according to creswell (2008, p. 465) a case study is an in depth exploration of a bounded system (e.g., activity, event, process or individuals) based on extensive data collection. qualitative investigators have various chances for doing research on relevant issues and aspects as is the case with students’ perception on english speaking anxiety. in this study, the writer used a case study to help to describe the perception of students’ on english language speaking anxiety in class-oral presentations encountered by the 30 second grade students of english language program in the university . as population, the writer involved 30 second grade students of english language program in the university which is 15 male and 15 female. there are several reason why the writer choose 30 second grade students of english language program. firstly, because in this grade the students are very susceptible to have the anxieties in speaking during their presentations. secondly, in this grade the students must begin adapt with the task to do like that. to determine the sample, the writer used purposive sampling and followed what cresswell (2007, p. 125) suggested, “the concept of purposive sampling is used in qualitative research. this means that the inquirer selects individuals and sites for the study because they can purposive inform an understanding of the research problems”. the research conducted in the university, especially for the second grade students of english language program. there are several reasons why the writer choose this university as the research site. firstly, the familiarity of the university enable the writer to conduct the research in the university. secondly, from the writer’s view, this curriculum is relevant with the topic that the writer intends to investigate. 60 in this study, there are several instruments used by the writer to get the data from respondents, i.e, questionnaire and semi-structured interviews. used to discover students’ reported reasons, manifestations and coping strategies of speaking anxiety. data collection of questionnaire the writer gave a questionnaire aims at to answer the first research question. it is about the perceptions of efl male and female students about speaking anxiety in class-oral presentations, the writer used closed-ended items on questionnaire with statements to rate on a likert scale will be employed to answer the research questions. the most well-known instrument for measuring fl classroom anxiety has been foreign language classroom anxiety scale (flcas) during the last decades due to its high validity and reliability. the writer adapted from horwitz (2001) consist of 20 items. the five-point likert scale, in which the responses ranged from one ”strongly disagree” to five “strongly agree”. data collection of interview the data collection technique employed in this investigation is interviewing it consists of 5 items, interview aims at to answer the second research question about the strategies of efl male and female students do to handle their speaking anxiety in classoral presentations. semi-structured interviews is used to elicit students’ perceptions of language anxiety in speaking classes. therefore, the study offers diverse range of the participants’experiences. according to creswell (2008, p. 217) qualitative interview occurs when the writer ask one or more participants general, open-ended questions and record the answers. data analysis technique data analysis of questionnaire in analyzing the data from the questionnaire of the students, the writer calculated the percentage of each responses to each questionnaire using the percentage of computation from hatch and lazaraton (1991, p. 136). the formula of the computation is: proportion = number of frequency x 100% total the writer also used some percentage categories in order to interpret the data obained. they are: 0% : none of the respondents 61 1%-25% : small number of respondents 26%-49% : almost half of respondents 50% : half of the respondents 51%-75% : most of the respondents 76%-99% : almost all of respondents 100% : all of the respondents data analysis interview the interviews take about 5-10 minutes and they are conducted in learners’ mother tongue. indonesian, to facilitate communication and to promote richness of response and access to the data in a less threatening medium. then, the interview of the data are transcribed and analyzed according to basic categories developed from the interview questions. findings and discussion this section elaborated the interpretation results as well as answered the research questions upon the present study. the first research question dealt with the perceptions of efl male and female students about speaking anxiety in class-oral presentations. the second research question dealt with the strategies of efl male and female students do to handle their speaking anxiety in class-oral presentations. furthermore, this study tried to relate the results to some previous studeis that had a similar topic. table 4.1 the calculation of data from questionnaire of male students of second grade in the university no. statement sa a n d sd 1. i feel very self-conscious about speaking english in front of other students. 6,70% 60% 26,70% 6,70% 0 2. it worries me when i know i need to give multiple presentations in the class. 13,30% 46,70% 40% 0 0 3. i feel overwhelmed, because i have to learn the rules about how to give a good presentation in the class. 13,30% 40% 33,30% 13,30% 0 62 4. i worry that i cannot make a good presentation in the class. 40% 33,30% 20% 0 6,70% 5. i start to panic before the presentation even if i have a good preparation for it. 6,70% 46,70% 26,70% 20% 0 6. i start to panic when i give the presentation without enough preparation. 40% 46,70% 13% 0 0 7. i tremble when i know that i will be the next one to give the presentation in efl class. 0 33,30% 66,70% 0 0 8. it scare when i know the in-class presentation will be judge by the teacher. 20% 40% 20% 13,30% 6,70% 9. i’m afraid that my teachers tend to correct mistakes i make during the presentation. 26,70% 33,30% 26,70% 6,70% 6,70% 10. i don't worry about making mistakes when i give the presentation in the efl class. 6,70% 40% 33,30% 20% 0 11. sometimes i can’t express my true feelings and thoughts in english after i make mistakes in my presentation, and this situation makes me uncomfortable 0 66,70% 33,30% 0 0 12. in the class, when i give presentations, i feel like a different person. 26,70% 26,70% 20% 26,70% 0 13. in the presentation, i may get so nervous that i forget what i know. 33,30% 46,70% 20% 0 0 14. i can feel my heart beating when i give the presentation in the class. 6,70% 40% 40% 6,70% 0 63 15. in the process of giving presentation, i often stutter or repeat words when the teacher and other classmates look at me. 6,70% 33,30% 60% 0 0 16. i keep thinking that the other students are better at giving presentations in english than i am. 13,30% 53,30% 26,70% 6,70% 0 17. i am afraid that the other students will laugh at me when i give the presentation 6,70% 33,30% 40% 13,30% 6,70% 18. i am usually at calm after finishing my presentation in the class. 26,70% 46,70% 20% 6,70% 0 19. after giving the presentation, i feel relaxed and happy when the teacher praises my performance. 33,30% 53,30% 6,70% 6,70% 0 20. i get nervous when the teacher asks questions which i haven't prepared in advance after i finish the presentation. 13,30% 40% 33.3% 13,30% 0 table 4.3 the calculation of data from questionnaire of female students of second grade in the university no. statement sa a n d sd 1. i feel very self-conscious about speaking english in front of other students. 13.30% 53% 33,30% 0 0 2. it worries me when i know i need to give multiple presentations in the class. 6.70% 60% 33.3% 0 0 3. i feel overwhelmed, because i have to learn the rules about how to give a good 33.30% 20% 46.70% 0 0 64 presentation in the class. 4. i worry that i cannot make a good presentation in the class. 6.70% 46.70% 46.70% 0 0 5. i start to panic before the presentation even if i have a good preparation for it. 6,70% 46,70% 26,70% 20% 0 6. i start to panic when i give the presentation without enough preparation. 53.30% 53.30% 13.30% 0 0 7. i tremble when i know that i will be the next one to give the presentation in efl class. 6.70% 13.30% 66,70% 13.30% 0 8. it scare when i know the inclass presentation will be judge by the teacher. 26.70% 46.70% 26.70% 0 0 9. i’m afraid that my teachers tend to correct mistakes i make during the presentation. 20% 6.70% 26,70% 60% 13.30% 10. i don't worry about making mistakes when i give the presentation in the efl class. 20% 0 40% 40% 0 11. sometimes i can’t express my true feelings and thoughts in english after i make mistakes in my presentation, and this situation makes me uncomfortable 20% 40% 26.70% 0 0 12. in the class, when i give presentations, i feel like a different person. 6.70% 26,70% 60% 0 6.70% 13. in the presentation, i may get 20% 60% 6.70% 6.70% 0 65 so nervous that i forget what i know. 14. i can feel my heart beating when i give the presentation in the class. 20% 26.70% 53.30% 0 0 15. in the process of giving presentation, i often stutter or repeat words when the teacher and other classmates look at me. 6,70% 26.70% 66.70% 0 0 16. i keep thinking that the other students are better at giving presentations in english than i am. 6.70% 40% 46.70% 6,70% 0 17. i am afraid that the other students will laugh at me when i give the presentation 26.70% 53.30% 20% 0 0 18. i am usually at calm after finishing my presentation in the class. 20% 33.30% 33.30% 13.30% 0 19. after giving the presentation, i feel relaxed and happy when the teacher praises my performance. 26.70% 40% 26.70% 6,70% 0 20. i get nervous when the teacher asks questions which i haven't prepared in advance after i finish the presentation. 26.70% 40% 33.3% 0 0 in conclusion, the writer found that male and female students always felt anxiety if they should present a presentation at class and that anxiety was caused by some factors such as anxiety because of their selves, other students and their teachers. while, there were three steps strategies used by students do to handle their speaking anxiety in class-oral presentations there were trying to be confident and comprehend the 66 material as much as possible. making the atmosphere more cheerful in the presentation and well prepare. the present study found that male and female students always felt anxiety if they should present a presentation at class and that anxiety was caused by some factors such as anxiety because of their selves, other students and their teachers. it was in line with the research that conducted by dikilitas, g., & tercan, k. (2015) and titled efl students’ speaking anxiety: a case from tertiary level students where the result of them were indicates that degrees of anxiety differ in terms of the mode and context of speaking. more specifically, students experience less anxiety in non-threatening contexts where they speak. both of the studies investigated about the anxiety field unfortunately the previous study did not investigated about the students perception about anxiety. the limitation was found where the present study enrich the previous study. moreover, to answer the second research question, the writer looked at the data analysis from the third, fourth and fifth questions of interview. then, the writer concluded that there were some students perception about the strategies do to handle their speaking anxiety in class-oral presentations as follows. the first, trying to be confident and comprehend the material as much as possible. the second, make the atmosphere more cheerful in the presentation does not make them saturated and if someone teased, reply with jokes but still polite. the third, prepare it more so we can comprehend the material for example by practicing in front of the mirror to be able to speak fluently in the public, slideshow is not monotonous and more interesting, and can arrange the time not too fast or long in the presentation. from all students’ perceived the writer concluded that both male and female students felt anxiety in the presentation although male does not show directly their anxiety but can not be inferred that there is anxiety while or before the presentation. it in line with the study of mahmoodzadeh (2012) entitled “investigating foreign language speaking anxiety within the efl learner's interlanguage system: the case of iranian learners” indicates that the participants were more likely to attribute their most fl speaking anxiety experienced in the classroom to their interlanguage meaning system as compare with the interlanguage phonology and interlanguage grammar, in terms of the gender differences, the results suggested that the female participants were 67 found to be more prone to experiencing fl speaking anxiety within the framework of their interlanguage system. with respect to level differences, the results demonstrated that gaining more fl knowledge may not necessarily lead to a substantial reduction in experiencing fl speaking anxiety, since more proficient participants were more subject to the anxiety-provoking factors within their interlanguage system than less proficient participants. meanwhile, dikilitas, g., & tercan, k. (2015) indicates that degrees of anxiety differ in terms of the mode and context of speaking. more specifically, students experience less anxiety in non-threatening contexts where they speak. furthermore, kamarulzaman, h.m et al. (2013) indicates that gifted learners have certain level of language anxiety in english language setting; that language anxiety negatively correlates withgifted learnes’ english language performance; and that female gifted learners indicate higher language anxiety than males. the several mentioned above were speaking anxiety and language anxiety. different from them, this current research focuses on male and female learners’ perspectives about speaking anxiety in class-oral presentations. furthermore, the data showed that there were some steps used by students to handle their speaking anxiety in class-oral presentations. conclusions in conclusion, the writer found that male and female students always felt anxiety if they should present a presentation at class and that anxiety was caused by some factors such as anxiety because of their selves, other students and their teachers. while, there were three steps strategies used by students do to handle their speaking anxiety in class-oral presentations there were trying to be confident and comprehend the material as much as possible. making the atmosphere more cheerful in the presentation and well prepare. the further suggestion based on the findings of this study is the teachers should be able to find out some technique to improve their ability in teaching english and must consider the aspect of students’ psychology such as anxiety and motivation when they teach. so, these aspects can be overcome early. furthermore, based on the findings of this study considering the suggestions for the students should try to improve their ability 68 in english. moreover, their achievement will be better, should recognize and overcome their both anxiety and motivation to minimize them. the last, it is addressed to further researchers. the writer suggests for the forthcoming researchers who are concerned with the study on the speaking anxiety, they are suggested to be able to be more expert in exploring and updating the research. however, the update research concerning with the speaking area is going to give more significant suggestions to the development of english education area. references amini, n. 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(2011). foundations of sport and exercise psychology, usa. https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 september 2019, vol. 3 no.1 english education program faculty of teacher training and education galuh university 61 received: accepted: published: july 2019 august 2019 september 2019 the effectiveness of using ted talks video in improving students public speakings skills in senior high school miftah farid jakimiftah.0410@gmail.com ma rijalul hikam abstract this study tried to analyse the effectiveness of using ted talks video in improving students public speaking skill and also the students’ perception about using ted talks video in improving students’ public speaking skills. participant of this study were thirty four students. a mixed method was used to collect quantitative and qualitative data. to achieve the aims of this study, pre-test and post-test were administered as the quantitative data collection, and close-ended questionnaires as the qualitative data collection. from the data taken, the result showed that the students’ perception about using ted talks video in improving students’ public speaking skills is that the students response positively towards how the writer taught them. in addition, the data showed that the writer used a variety of instructional methods to reach the teaching objectively and the strategies were tried to find based on the students need in many ways. therefore, it was concluded that the use of ted talks is very useful to improve students’ public speaking skill. key words: effectiveness, ted talks video, public speaking skills introduction dealing with the development of science and technology, english as an international language is important in this era. the development of english is rising quickly. abadi and marszban (2012) state that, english as second language being widely used in many different areas such as tourism, telecommunication, science, and 62 technology. seems to be not only means but also as key to obtain the latest achievement in such areas. english language is a communication media that is used by people as a unitary language. english language is learned by the peoples around the world. in order to follow the development of international language, the learners are required to understand english language and apply it in their daily life. in order to be competent in english, there are four skills that should be mastered. there are reading, writing, listening, and speaking. in this research, the researcher focuses on speaking skills expecially in public speaking. speaking is one of the basic skills in english language learning in addition to reading, speaking and writing. all of them are important. speaking skill is needed to help students to communicate and socialize with other people. video is one of the media in teaching and learning. according to sherman (2003), video is a wonderful resource for opening up the english-language world and can be used with great pleasure and profit-and very little sweat. through video, we can explore anything that support teaching and learning process. in addition, sherman (2003) states that video can be used for discussions, for writing assignments, as input for projects or the study of other subjects. according to samldino, et al. (2012), “videos are available onalmost any topic for every type of learner in all the domains of instruction. therefore, video is useful in teaching and learning process because it provides interesting visual media, so the teaching and learning process will be fun. there are many kinds of video. inspirational video is one of the videos that is used in learning. ted talks is an example of inspirational video. ted (technology, entertainment, and design) talks is a kind of public speaking in the form of sharing experience and giving motivation to the audiences since 1984. ted presentation is used to improve students’ public speaking skills in english. it is useful for students because the students not only learn about public speaking but also learning about the speakers’ life, so that they can be inspired and motivated by the speakers. according to vasilevich (2016), the biggest advantage of the videos is that ted talks are totally authentic as the speaker share their own personal stories, ideas, experiences with the audience, so that ted talks is an appropriate media that can be used in speaking class. the topic of this research is about the effectiveness of using ted talks video in improving students’ public speaking skills. based on the researcher’s experience when taking public 63 speaking class, the researcher feels that ted talks video is useful for improving public speaking skills like eye contact, movement and gesture, pronunciation, and etc. the researcher can learn many things through ted talks video beside learning about speaking skill. the researcher can find new ideas and knowledge when watching the speeches because the speakers always share their experiences. through ted talks video the researcher will understand more about the concepts of public speaking. the flow of this video is interesting because ted talks provide some speakers who are competent in their field. basically, ted talks video is provided in critical listening and speaking class for learning listening. on the other hand, the researcher is curious whether this video can improve students’ public speaking skills or not. the researcher used mixed method, namely qualitative and quantitative method, to know about effectiveness of using ted talks video in improving students’ public speaking skills. there are some previous studies that have conducted by some researcher. the first research focused on “implement the use of video to increase the students’ motivation”. (gregorius hapsara, 2016). this study focused to implement the use of video to increase the students’ motivation. in analyzing the use of the video. the second study was entitled “students’ perception on the video project in their speaking class: a study of 11th grade of sma n 1 kasihan students”. (aninda sari, 2016). this study focused on perception on the video project in their speaking class. the last study was entitled “using video clips to improve the speaking skills of the students”. (esti ermawati, 2011/2012). the use of video clips in the teaching of speaking improves the students’ confidence, motivation, involvement, and aspects of speaking skills in the teaching of speaking for the fourth grade. while the previous studies have similarity with present study which discuss about using video used by teacher in classroom interaction in speaking skill, unfortunately, those researches do not focus on students’ public speaking. thus, the aim of the study to investigate how using ted talks video in improving students’ public speaking skills. method this study takes 1 class with 35 numbers population of students. in the class, the researcher chooses 6 students as participants of the eleventh grade students, 3 males students and 3 females students that have different intelligent “poor-middle-high”. the eleventh students are chosen because the researcher found this materials that suitable with improving students’ public speaking skills. 64 according to fraenkel et al., (2012, p. 91), “a sample in a research study is the group on which information is obtained. the research participant of the study the writer choose one class of 11 th grade in one of senior high school on ciamis. to establish the sample of this study, the writer utilize purposive sampling technique. then, the writer select a particular class, it is 11 th iis for a total 34 students as the sample. this sample is selected because the researcher want to know the effectiveness of using ted talks video in improving students’ public speaking skills and to know their perception. data collection procedure in collecting the data, the researcher use two techniques. they are one-group pretest–posttest and questionnaire. it conducted to know students’ ability in writing narrative text and their advancement. in this technique is the only one-group that writer measured after and before treatment (fraenkel, wallen, & hyun, 2012, p. 279). the second instrument that the researcher used was questionnaire. it conducted to know the students’ perceptions about using ted talks video in improving students’ public speaking skills after the treatment. a questionnaire is a form used in a survey design that participants in a study complete and return to the researcher (creswell, 2012, pp. 382). the type of the researcher’s questionnaire is open-ended questions. the students choosen the answers to questions and supplies basic personal information. the process of answering them, the researcher use an extent of agreement scale, it is from “strongly disagree” to “strongly agree” (cresswell, 2012, pp. 398). finally, both of the data compare to know the match between students’ perception and students’ acquired score. at the first meeting the researcher conduct pre – test. at the second meeting, the researcher do the second treatment. then, at the third meeting the writer do the third treatment which it followed by conducting post-test. and finally, at the last meeting the researcher provide some questionnaires to the students. data analysis in processing of the data collection, the researcher using the students’s score pre-test and post-test and then researcher analyze the data by following computation of statistics which is adapted from (burns, 2000, 155). a. the pre-test and the post-test score distribute to the table of raw data for within subjects t-test. b. computing mean of difference between pre-test and post-test. c. computing t-observed value. the formula of t-test value is as follow. 65 d. calculating the degree of freedom (df) e. determining the level of significance. f. determining the t-table g. comparing t-observed and t-table findings and discussion in this section, the writer highlights the finding of the study. it is elaborated into two sections. the first section is “the use of ted talks video effective in improving students’ public speaking skills”. to answer the first research questions, the writer collected the quantitative data by giving the students pre-test and post-test. and to analyse the data, the writer input the students’ pre-test and post-test score into the t-test calculation. after the writer got the t-test score, finally the writer put it into t-table to measure significances of this study. and finally, the writer make a hypotheses. the second section is “students’ perception about using ted talks video in improving students’ public speaking skills”. to answer the second research question, the writer collected qualitative data by giving the students close-ended questionnaires. and the writer uses several steps to analyse the questionnaires. first, the writer put each students’ responses for ach questions into some category. then, the writer make some codes for each category that has been made. the writer also count each codes proportion and percentages results on all the number of questionnaires. finally, the writer describe the data to make a conclusion for qualitative data. effectiveness of using ted talks video in improving students’ public speaking skills this section presents the finding of the first research question “is the use of ted talks video effective in improving students’ public speaking skills?” moreover, pre-test and post-test was given to a single group as the instrument used by the writer to answer this research question. the data from pre-test and post-test were analysed trough several steps. in the first steps, the writer put the score of the pre-test and post-test into the raw data for within-subjects t test table. based on the table above of this research, it can be seen the best score which the students gained from the pre-test was 60-63, there were four students who get this score and the other of them have a low score from 60. contrary, in the post-test. in the second step, after putting the score of pre-test and posttest into the raw data for within-subjects t test table, the writer calculated the difference between pre-test and post-test to look for t observed. based on the table above, it can be seen that the total difference score of pre-test and post-test ( ) was -13. the highest 66 difference score ( ) was 9 and there are only one student who got it. furthermore, the total square difference of pre-test and post-test ( ) was 29. in the third step, after calculating the difference score between students’ pre-test and post-test, the writer looked for t-test. according to frankel et al. (2012, p.557), t-test is used to see whether a difference between the means of two sample is significant. based on the result of statistical computation, it can be known that the t-test value was 2.24 and degree of freedom was 5. since degree of freedom 5 with the level of significance 0.05 for onetailed test is not represented on the t-table (see appendix 1), therefore, the writer chose 5 for degree of freedom. it means that t-critical value was 2.015. before determining the final result, the writer wants to remind the hypotheses which was presented in first chapter. “there is no significant improvement on students’ effectiveness of using ted talks video in improving students’ public speaking skills” was null hypotheses (h0) in this study. meanwhile, “there is a significant improvement on students’ effectiveness of using ted talks video in improving students’ public speaking skills” was the alternative hypotheses (h1) in this study. regarding the statistical research, null hypotheses can be accepted if t-observed is less than or same as t-critical. in contrast, alternative hypotheses could be accepted if t-observed is higher than t-critical. meanwhile, the result of computation in this study showed that t-observed was 2.24 and t-critical was 2.015. it means that t-observed was higher than t-critical. therefore, the null hypotheses was rejected and the alternative hypotheses was accepted. it means that there is a significant improvement on students’ effectiveness of using ted talks video in improving students’ public speaking skills. the students perceptions about effectiveness of using ted talks video in improving students’ public speaking skills this section presents the finding of the second research question. which asked about the students perception about effectiveness of using ted talks video in improving students’ public speaking skills. the data from quistionare were discussed to discover the answer the second question. the finding of research questions number two about the students perceptions of using ted talks video in learning speaking the writer used close ended questionnaire. furthermore, the writer concluded from the respondents of questionnaire that more than 56% the students enjoyed and felt happy joining the class by using ted talks video. it was relevant with the theory from frankel and wallen (2007, p. 125) states that, 67 questionnaires, the subject respond to the questions by writing or more commonly, by marking and answer sheet. the questionnaire was conducted to answer the research question number two which asked the students perceptions about ted talks video in learning speaking. focusing on the research questions, the writer collected the data by using a brief rating scales questionnaire (strongly agree, agree, neutral, disagree and strongly disagree) to ask the students perceptions toward about ted talks video and the problems faced by students when learning by using ted talks video responses of all the questionnaire items from 34 respondents (samples) are the data of the study. in analyzing the data, the writer calculates the percentage of each response to each questionnaire by using percentage computation from hatch and larazaton. (1991, p. 136). the formula of computation is: proportion= number of frequency x 100% total table 1. responses of the questionnaire item (%) no statement sa a n d sd total 1. it is good that the teacher provides ted talks video in class 23.52% 58.82% 14.70% 2.94% 0% 100% 2. the use of ted talks video supports learning process 20.58% 26.47% 44.11% 8.82% 0% 100% 3. i feel motivated when watching ted talks video 8.82% 53.94% 38.23% 0% 0% 100% 4. through ted talks video, i can learn 20.58% 23.52% 41.17% 5.88% 8.82% 100% 5. about delivering ideas 17.64% 64.70% 17.64% 0% 0% 100% 68 6. i enjoy ted talks video 14.70% 41.17% 35.29% 5.88% 2.94% 100% 7. ted talks video is interesting 11.76% 41.17% 38.23% 8.82% 0% 100% 8. through ted talks video, i can improve my listening skill 5.88% 38.23% 50% 5.88% 0% 100% 9. i can improve my facial expression after learning through ted talks video 11.76% 47.05% 29.41% 11.76% 0% 100% 10. i can learn about movement and gesture 29.41% 41.17% 20.58% 8.82% 0% 100% 11 i can improve my eye contact 32.35% 52.94% 14.70% 0% 0% 100% 12 i know about the varieties of accents after watching the video 20.58% 47.05% 29.41% 2.94% 0% 100% 13 i can improve my confidence 32.35% 38.23% 20.58% 8.82% 0% 100% 14 i can improve my fluency 5.88% 50% 35.29% 8.82% 0% 100% 15 i can learn about good structure in delivering speech 17.64% 11.76% 94.11% 2.94% 0% 100% these finding is based on the problem statement presented by the writer. there are 3 steps used by the writer in teaching public speaking using ted talks video, the first step is the writer ordered 6 students to speak in front of the class one by one and the 69 writer assess them using speech rubric. as the rubric shows progress, data can be linked to daily instruction. more specifically, the data generated by the use of rubrics can help the teacher make daily instructional decisions (reeves and barbara 2009). the second step is, the writer give them an explanation with watching the video. the third step is the writer ordered them for the second time to speak in front of the class, and the teacher did what he did in first step. the analysis of efectiveness was conducted to know the purpose of this research to know ted talks video that is effective in improving student skill especially in public speaking which done by student to learn of public speaking using ted talks video . from the findings, the researchers concluded several points. first, it can be seen that based on the first research question, the writer found that prior to the use of ted talks video in teaching public speaking, students feel confused how to speech in front of audience and so the audience can listen well to the speaker. in fact, in the results have been found various kinds of problems. overall, they feel happy and enjoyed when teaching public speaking using ted talks video. moreover, students feel they have new way to the learn they public speaking of using ted talks video. in addition, the data showed that the students excited to learn in the class and the teacher motivated and inspired them to learn and also it supported them for the development of their skills of piblic speaking. secondly, to answer the second research question, the writer collected the data using a likert scale questionnaire. from the data had been found, the result showed that the the students’ perception about using ted talks video in improving students’ public speaking skills. the students response positively towards how the writer teaches them. in addition, the data showed that the writer used a variety of instructional methods to reach the teaching objectively and the writer try to find the strategies based on the students need in many ways. in line with this, mezirow (1998) as cited in (astika & satya wacana, 2014 pp,18-19) defined reflective teaching is essential especially if it involves human communication such as what happens in classroom communication between the writer and students. the result of this study has difference with the previous studies. some previous studies had analyzed about using video in teaching speaking, however the writer tried to analyze with the different purposes in identifying the data with previous studies. the first study is about using video for students’ motivation in learn english was entitled “the use of video to motivate students to learn english” by gregorius hapsara 70 2016.”, the second study is she analyzed about students’ perception on the video project in their speaking class was entiled “students’ perception on the video project in their speaking class: a study of 11th grade of sma n 1 kasihan students” by riski aninda sari, 2016.. the third study is findings of the study show that focused the use of video clips in the teaching of speaking improves the students’ confidence, motivation, involvement, and aspects of speaking skills in the teaching of speaking for the fourth grade. was entitled “using video clips to improve the speaking skills of the students” by esti ermawati (2011) the the result of the previous studies revealed that feedback from students could bring improvement in competence level of teachers. however, from the study above there are not study that integrate using video for improving students’ public speaking. thus, in this present study, the writer analyzed and explored more detail about the types of using video in teaching speaking. conclusions this study was investigated about the effectiveness of using ted talks video in improving students’ public speaking skills.. this study was designed to answer two research question. the first research question is “is the use of ted talks video effective in improving students’ public speaking skills?”, and the second is “what are the students’ perception about using ted talks video in improving students’ public speaking skills?”. furthermore, the writer using mixed-method study as his research design. relating the first research question, the result of the t-test computation after pre-test and post-test score gained showed that t-observed was higher than t-critical. in other words, the null hypothesis (h0) was rejected and the alternative hypotheses (h1) was accepted. effectiveness of using ted talks video in improving students’ public speaking skills. furthermore, relating the second research question, the qualitative data showed that the students gave positive responses toward teaching by using ted talks video. it based on the students’ answer to each the number of questionnaires. the students interested of using ted talks video in improving students’ public speaking skills because it was so practical, easy to use and help them in comprehending public speaking. unless, they still found the problem while using this methode when they try to understood the video. 71 finally, based on the findings above it can be conclude that there is a significant improvement in improving students’ public speaking skills after obtaining the treatment by using ted talks video. this also supported by the positive responses from the students about the use of ted talks video in improving students’ public speaking skills. the writer realized that this study has weaknesses such as limited theory related to the topic. however, it doesn’t mean that this study didn’t has strengths. the strength itself, this study examined the students’ responses toward ted talks video in improving students’ public speaking skills. the students’ responses itself supported the quantitative result. related to the finding and conclusion of the study, there are some suggestions deals with teaching ted talks video in improving students’ public speaking skills for the institution, english teacher, and other researcher who will conduct the study in the same field. for the institution, in this case, the school should support the teacher to build a comfortable teaching and learning process by giving more facilities. especially the internet connection that becomes the most important thing in this era. it is also in order to get the effectiveness result of teaching and learning process. while, for english teachers, it is essential for teacher to improve the quality of english teaching and learning activities. he or she should be able to apply various kind of teaching tools. in addition, he or she should use various kind of up to date tools and interesting activities that can all the students to join in the teaching and learning process. and lastly, for the other researcher who want to conduct the study in the same field. he or she should make sure the requirement for his or her future study is fulfilled. it is also would be better to conduct the study with the assistance from the english teacher in that school besides the advisor in order to help the researcher. refferences abadi, mahdi kiami sheikh & amir marzban. (2012). teachers’ beliefs and teaching english writing to children and adolescent learners in iran. journal of academic and applied studies. volume 2, no. 6. brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy, second edition. new york: longman. burns, r. (2000). introduction to research method. longman: australia. 72 cresswell, j., w. (2014). research design : qualitative, quantitative, and mixed method approaches. (4 th ed). san diego thousand oaks: sage publications, inc. creswell, j.,w. (2012). educational research planning, conducting and evaluating quantitative and qualitative research. (4 th ed). boston: pearson education. charlene tan (2014: p 47-62) journal of arabic and islamic studies nanyang technological university, singapore cruse, e. (2006). using educational video in the classroom: theory, research, and practice. pennsilvania retrieved on 12 june, 2017, from http://www.safarimontage.com/pdfs/training/usingeducationalvideointheclassroo m. pdf. department of education. (2015). senior hi: jogjakarta an introductory guide to senior high school. fraenkel, j., wallen, n., & hyun, h. (2012). how to design and evaluate research research in education (8 th ed.). new york: mcgraw-hill, inc. flynn, k. f. (1998). bring language to life! using video in your esl/efl program. us available: http://www.eslmag.com/bringlanguagetolife.html (26) feb. 1999). harmer, j. (2001). the practice of english language teaching. london: longman. laskowski, l (1996) public speaking and presentation skills., "painless presentations the proven stress-free way to successful public speaking", wasington (grand central publishing). kamridah., yassi, a.h., arafah, b and imran, n. (2015). correlation between level of anxiety and public speaking performance through systematic learning approach in foreign language. international journal of science and research, 5(9), 1658-1663. karia, a. (2013). storytelling techniques from ted master the one thing all great ted talks have in common. retrieved on march 1, 2017, from http://akashkaria.com/wpcontent/uploads/2014/01/tedtalksstorytellingtechniq ues. pdf. khadidja. (2010). the effect of classroom interaction on developing learner’s speaking skill. retrieved on may 30, 2017, from http://www.umc.edu.dz/thesis/anglais/kou1159.pdf. kranthi, k. (2017). technology enhanced language learning (tell). international journal of business and management invention issn (online, 6(2), 2319–8028. retrieved from www.ijbmi.org http://www.safarimontage.com/pdfs/training/usingeducationalvideointheclassroom http://www.safarimontage.com/pdfs/training/usingeducationalvideointheclassroom http://akashkaria.com/wpcontent/uploads/2014/01/tedtalksstorytellingtechniques http://akashkaria.com/wpcontent/uploads/2014/01/tedtalksstorytellingtechniques http://www.umc.edu.dz/thesis/anglais/kou1159.pdf 73 morris, b. (1962). the function of media in the public schools. audiovisual instruction, 8(9), 9 – 14. mayer, r. e. (2001). multimedia learning. cambridge: cambridge university press. nikitina, a. (2012). successful public speaking buckingham. ebook. retrieved from http://bookboon.com/en/business-ebooks/communication/successful-publicspeaking paakki, h. (2013). difficulties in speaking english and perception of accents: a comparative study of finnish and japanese learners of.english. retrieved on june india 3, 2017, from epublications.uef.fi/pub/.../urn_nbn_fi_uef20131057.pdf. romiszowski, a.j. (1998). the selection and use of instructional media. london: kogan page. sherman, j. (2003). using authentic video in the language classroom. cambridge: cambridge university press. smaldino, s.e., lowther, d.l. & russell, j.d. (2008). international technology and media for learning (9th ed). boston: pearson. taiwo, s. (2009). teachers’ perception of the role of media in classroom teaching in secondary school. the turkish online journal of educational technology, 8, 7583. retrieved on june japan 12, 2017, from http://www.tojet.net/articles/v8i1/818.pdf. zuhairini (1997) filsafat pendidikan islam, mataram, bumi aksara 2012 source: http://www.eurekapendidikan.com/2014/12/dinamika-madrasah-aliyah.html appendix questionnaire sa : strongly agree n : neutral sd: strongly disagree a : agree d : disagree (adopted from g.v. a. nugraheni (2017) student number:_______________ no statements sa a n d sd 1 it is good that the teacher provides ted talks video in class 2 the use of ted talks video supports learning process http://www.tojet.net/articles/v8i1/818.pdf http://www.eurekapendidikan.com/2014/12/dinamika-madrasah-aliyah.html 74 3 i feel motivated when watching ted talks video 4 through ted talks video, i can learn about delivering ideas 5 i enjoy ted talks video 6 ted talks video is interesting 7 through ted talks video, i can improve my listening skill 8 i can improve my facial expression after learning through ted talks video 9 i can learn about movement and gesture 10 i can improve my eye contact 11 i can improve my pronunciation 12 i know about the varieties of accents after watching the video 13 i can improve my confidence 14 i can improve my fluency 15 i can learn about good structure in delivering speech https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 september 2018, vol. 2 no. 2 english education program faculty of teacher training and education galuh university 89 received: accepted: published: july 2018 august 2018 september 2018 male and female students’ attitudes toward english vocabulary mastery in learning speaking (a survey study at one of ma islamic boarding school in tasikmalaya) prihatini purbandari ndharee21@gmail.com etika rachmawati etika.rachmawati@unigal.ac.id r. bunga febriani bunga.febriani@gmail.com english education program, galuh university abstract this study aimed to explore the attitudes of senior high school male and female students toward english vocabulary mastery in learning speaking. this study also investigated the factors influence students‟ attitudes toward english vocabulary mastery in learning speaking. the writer conducted the questionnaire to measure the students‟ attitudes toward english vocabulary mastery in learning speaking. the writer also interviewed a number of eleventh grade students to explore the factors that affect their attitudes toward english vocabulary mastery in learning speaking. the participants of this study consisted of 58 students of eleventh grade of one of ma islamic boarding school in tasikmalaya. they were 25 male students and 33 female students. the results of the study showed that most of male and almost all of female students have positive attitude toward english vocabulary mastery in learning speaking. the results also indicated the factors influence their attitudes were their pronunciation, grammar and vocabulary knowledge, their habits speaking english in front of many people, their needs toward english and support from social environment. in conclusion, students‟ attitudes toward english vocabulary mastery in learning speaking is important. it helps students improving their english speaking skill. in addition, this study recommends the future research on the same topic can carried out by using other design in order to enrich the development of the theory of attitude. key words: male and female students, attitude, vocabulary mastery, speaking skill 90 introduction students in their daily life can have effective communication if they can understand each other when exchanging messages. the words used are the essential part in delivering their messages. alqahtani (2015) states that by mastering vocabulary, language learners can construct successful communication. furthermore, nantawong and inpin (2017) claim that vocabulary is an access tool in all language skills (listening, speaking, reading, and writing). it can be inferred that vocabulary plays a key role in improving language skills especially speaking. speaking is one of language skills which needs vocabulary as the essential part in constructing meaning. according to bashir, azeem and dogar (2011), speaking means not only about saying the words, but also delivering a message of the words. students can get new words through oral communication to improve their accomplishment in speaking. students have their attitudes toward vocabulary mastery in learning speaking. baker (1992, p. 10) claims that “attitude is a hypothetical construct used to explain the direction and persistence of human behavior”. furthermore, eshghinejad (2016) assumes that attitude is often seen as an important part affecting language accomplishment. from the definitions aforementioned, the writer concluded that attitude is individual‟s response to ideas, objects, or situations which has influence to language performance. in connection with students‟ attitude toward the important of vocabulary mastery in learning speaking, it can be favorable (positive) or unfavorable (negative). the students‟ attitudes toward vocabulary mastery play a key role in enhancing and motivating their performances in learning speaking. it is important to know students‟ attitudes toward vocabulary mastery in learning speaking, so that teachers can motivate students and know what they need in order to enhance their performances in learning english especially speaking. to support the present study the writer highlights some previous studies to figure out similarities and dissimilarities to the study. one of the studies was conducted by azizifar, ghaitasi and gowhari (2014), which was entitled “efl adult learner‟s attitudes towards learning speaking”. the study was carried out to investigate the efl adult learners᾽ attitudes toward learning speaking in iiam state university, iran. another study was carried out by ali, mukundan, baki and ayub (2012), entitled “second language learners‟ attitudes towards the methods of learning vocabulary”. the authors investigated students‟ learning attitudes after they are exposed to three vocabulary learning methods, namely contextual clues, dictionary strategy and computer assisted language learning (call). the fieldwork covered 123 undergraduates, who were surveyed to identify the factors that affect their attitudes in learning vocabulary using these methods. meanwhile, vasu and dhanavel (2015) conducted a study which was entitled “understanding the attitude of esl learners to vocabulary learning”. they explored the attitudes of learners towards the importance of vocabulary and their choice of sources to learn new words. the study was conducted among 730 first-year engineering students of anna university, india. 91 based on the previous studies, there was still none of study that analyzed students‟ attitudes toward vocabulary in speaking skill. in the first previous study, the researchers focused on the students‟ attitude toward learning speaking by investigating the efl adult learners. the researchers of the second study investigated esl undergraduates‟ attitudes towards the methods of learning vocabulary. in the third previous study, the researchers focused on the attitudes of engineering students towards the importance of vocabulary and their choice of sources to learn new words. furthermore, the previous studies aforementioned did not observe two different groups of learning especially male and female classrooms in senior high school level. meanwhile, the present study focuses on senior high school students‟ attitudes toward vocabulary mastery in learning speaking, especially in male and female classrooms. method research design in this present study, the writer employed qualitative method especially a crosssectional survey design. according to creswell (2012, p. 42), “survey research provides a quantitative or numeric description of trends, attitudes, or opinions of population by studying a sample of that population.” furthermore, fraenkel et al (2012) states that a cross-sectional survey collects information from a sample that has been drawn from a predetermined population. the writer used cross-sectional survey because it only took one time to collect the data. participants and research site the participants in the present study were 58 students of 11 th grade of one of ma islamic boarding school in tasikmalaya. they were 25 male and 33 female students. the writer selected the participants by using convenience sampling. according to fraenkel et al (2012, p. 99), “a convenience sampling is a group of individuals who (conveniently) are available for study.” the reason for selecting the 11 th grade as the sample of the study because they have various attitudes in learning english especially toward the important of vocabulary mastery in learning speaking. thus, the writer was curious about students‟ attitude toward the important of english vocabulary mastery in learning speaking. the present study was conducted in one of ma islamic boarding school in tasikmalaya. the writer had some reasons why the school was chosen as the research site. firstly, the school welcome for the research, so the writer got permission to conduct the research. secondly, the school is one of outstanding school in ma islamic boarding school level dealing with achievement in tasikmalaya. lastly, the writer has chosen this site because she lives in that area, so the writer could get an easier access in conducting the present study. data collection in collecting the data, firstly, the writer used questionnaire to investigate the phenomenon. a close-ended questionnaire with specific statements to rate on a likert scale were employed to answer the first research question. likert scale consists of options from strongly agree to strongly disagree which related to a particular target, and the items on likert scales could express either a positive/favorable or a negative/unfavorable attitude toward the 92 object of interest. (dornyei, 2003). he also suggested to omit the 'undecided' category (middle option) and use a six-point scale. therefore, in this present study, the writer used the questionnaire consisted of six options, strongly agree, agree, partly agree, slightly disagree, disagree, and strongly disagree. on the whole, the questionnaire in the study contains 10 items concerning students‟ attitudes. the items consisted of two negative statements (number 8 & 9) that relate to indicate that students have negative attitude toward vocabulary mastery in learning speaking. meanwhile, eight items (number 1-7 & 10) indicated students have positive attitude toward vocabulary mastery in learning speaking. when students choose strongly agree, agree and partly agree toward positive statements, it can be categorized that students have positive attitude. in contrast, when students choose strongly disagree, disagree and slightly disagree toward positive statements, it can be categorized that students have negative attitude. furthermore, when students choose strongly agree, agree and partly agree toward negative statements, it can be categorized that students have negative attitude. in contrast, when students choose strongly disagree, disagree and slightly disagree toward negative statements, it can be categorized that students have positive attitude. moreover, the questionnaire was administered upon a total of 58 selected samples. the questionnaire was adapted from eshghinejad (2016). secondly, semi-structured interview was selected by the writer to answer the second research question because it is formal and consist of a series of questions design to gain specific answers from the respondent. according to gillham (2000, p. 65), “semi-structured interview can be richest single source of data and seem almost „natural‟: there is a pace, a fluency, a responsiveness that seems to have nothing of „technique‟ about it”. in the interview session, twelve students participated to answer the second research question. they were two students who had highest score of speaking, two students who had middle score of speaking and two students who had lowest score of speaking. the interview was conducted after giving questionnaire. fraenkel, wallen, & hyun (2012) suggested that it is important to record during interview session, no matter what kind of interview conducted in the research. the writer used video-recording device because the writer could play back the recording more slowly than spoken one. so, the writer could transcribe what the students‟ opinion about their attitude toward vocabulary mastery in learning speaking. findings and discussion the data of the present study gained from questionnaire and interview. the data used to answer the research questions “what are the attitudes of male and female students toward vocabulary mastery in learning speaking?” and “what factors influence the students‟ attitudes toward vocabulary mastery in learning speaking?” 1. the attitudes of male and female students toward vocabulary mastery in learning speaking in this present study, the writer used questionnaire to answer the first research question “what are the attitudes of male and female students toward vocabulary mastery in learning speaking?”. the questionnaire consisted of 10 questions with 6 options answer. furthermore, students answered the questionnaire by giving a thick to the column of the appropriate statement. the writer calculated the frequency of participants‟ responses of each questionnaire 93 sa 24% a 35% pa 23% sld 11% d 4% sd 3% sa 8% a 8% pa 32% sld 22% d 22% sd 8% item by using percentage computation according to hatch and lazaraton (1991). there were 58 participants which consisted of 25 male and 33 female students. in details, the result of male and female students‟ attitude toward vocabulary mastery in learning speaking are displayed on the following figures. figure 4.1 result of male student’s response toward positive statements the result shows that most of male students have positive responses toward eight positive statements. it can be seen by the percentage in figure 4.1 using a likert scale. it displays that forty eight responses (24%) were strongly agree, seventy responses (35%) were agree, forty six responses (23%) were partly agree, twenty two responses (11%) were slightly disagree, eight responses (4%) were disagree and six responses (3%) were strongly disagree. figure 4.2 result of male student’s response toward negative statements the result shows that most of male students have negative responses toward two negative statements. it can be seen by the percentage in figure 4.2 using a likert scale. it displays that four responses (8%) were strongly agree, four responses (8%) were agree, sixteen responses (32%) were partly agree, eleven responses (22%) were slightly disagree, eleven responses (22%) were disagree and four responses (8%) were strongly disagree. based on the results of the figure 4.1 and figure 4.2, the writer analyzed that most of male students have positive responses toward eight positive statements. it means that most of male students have positive attitude. furthermore, most of male students have negative responses toward two negative statements. it means that most of male students have positive 94 sa 44% a 36% pa 15% sld 5% d 0% sd 0% attitude. so that, the writer concluded that most of male students have positive attitude toward english vocabulary mastery in learning speaking. figure 4.3 result of female student’s response toward positive statements the result shows that almost all of female students have positive responses toward eight positive statements. it can be seen by the percentage in figure 4.3 using a likert scale. it displays that one hundred and fifteen responses (44%) were strongly agree, ninety five responses (36%) were agree, forty responses (15%) were partly agree and fourteen responses (5%) were slightly disagree. figure 4.4 result of female student’s response toward negative statements the result shows that most of female students have negative responses toward two negative statements. it can be seen by the percentage in figure 4.4 using a likert scale. it displays that three responses (4%) were strongly agree, six responses (9%) were agree, seventeen responses (26%) were partly agree, eleven responses (17%) were slightly disagree, eighteen responses (27%) were disagree and eleven responses (17%) were strongly disagree. based on the results of the figure 4.3 and figure 4.4, the writer analyzed that almost all of female students have positive responses toward eight positive statements. it means that sa 4% a 9% pa 26% sld 17% d 27% sd 17% 95 almost all of female students have positive attitude. furthermore, most of female students have negative responses toward two negative statements. it means that most of female students have positive attitude. so that, the writer concluded that almost all of female students have positive attitude toward english vocabulary mastery in learning speaking. 2. factors influence the students’ attitudes toward vocabulary mastery in learning speaking the writer used semi-structured interview to answer the second research question “what factors influence the students‟ attitudes toward vocabulary mastery in learning speaking?”. in the interview session, twelve students (six male and six female) participated to answer the second research question. a. students‟ self-confidence from the result of the first question of interview, there were some factors influenced their confidence. firstly, from male students, they felt confident speaking english because they mastered english vocabulary, often spoke in front of many people, had been learnt speaking english since their childhood and had their own confidences. secondly, from female students, they felt confident speaking english because they had enough vocabulary knowledge, often spoke english in front of many people, had been learnt speaking english since their childhood and support from other people. they also felt not confident because of their lack of vocabulary knowledge and pronunciation and english speaking ability of others were higher than they had. b. student‟s success to communicate in english from the result of the second question of interview, there were some factors influenced their statements about how successfully they communicate in english. firstly, from male student, he said that he successfully communicated in english because he could speak english fluently. moreover, from other male students, they said that they not successfully communicated in english because they not mastered english accent, pronunciation, and grammar yet. besides, from female student, she said that she successfully communicated in english because she often as a candidate from her school in english competition. furthermore, from other female students, they said that they not successfully communicated in english because of their lack of vocabulary knowledge, pronunciation and grammar. c. students‟ difficulties in using english vocabulary from the result of the third question of interview, there were some difficulties they faced when they used english vocabulary in learning speaking. from male students, their difficulties were their accent which still mother tongue, their lack of english pronunciation and grammar. from female students, their difficulties were their lack of english pronunciation and grammar, they had no partner speaking english, and sometimes the teacher‟s explanation could not be understood. d. english-speaking people in the class 96 from the result of the fourth question of interview, there were some people who speaking english in their class. from male students, all of them said that there were some people speaking english in their class. they said that people who spoke english were good and had their motivation and willingness speaking english. those people who spoke english also motivated students speaking english. besides, from female students, all of them said that there were some people speaking english in their class. they said that people who spoke english were good and knowledgeable, can be as a partner speaking english and motivated them to be able speaking english. from the results of the questionnaire aforementioned, to answer the first research question “what are the attitudes of male and female students toward vocabulary mastery in learning speaking?”, the writer assumed that most of male and almost all of female students have positive attitude toward english vocabulary mastery in learning speaking. from the results of interview that was conducted, the writer concluded that all of male and most of female students felt confident speaking english because they had enough vocabulary knowledge, had been learnt english since their childhood and accustomed speaking english in front of many people. they successfully communicated in english based on their achievement and fluency speaking english. they also had some difficulties when used english vocabulary in learning speaking, such as their lack of pronunciation and grammar, teacher and friend‟s support. moreover, people who spoke english in their class motivated them used english vocabulary in learning speaking. in this section, the writer discussed the previous studies conducted by other researchers relating to the present study to support her result of the study. the purposes of the present study were to know male and female student‟s attitudes and the factors influence their attitude toward english vocabulary mastery in learning speaking. after analyzed and interpreted the data from questionnaire and interview, the writer answers the research questions addressed such in preceding point. firstly, dealing with the first research question “what are the attitudes of male and female students toward vocabulary mastery in learning speaking?”, the answer is based on the results gained from the finding of questionnaire. thus, the first research question can be answered that most of male and almost all of female students have positive attitude toward english vocabulary mastery in learning speaking. this answer was proved with the evidences taken from the results of diagrams. the results from male students showed that 24% responses were strongly agree, 35% responses were agree and 23% responses were partly agree related to the positive statements of attitude toward english vocabulary mastery in learning speaking. meanwhile, the results from female students showed that 44% responses were strongly agree, 36% responses were agree and 15% responses were partly agree related to the positive statements of attitude toward english vocabulary mastery in learning speaking. those results were in line with the statement of samadani and ibnian (2015). they claimed that attitude can be seen as an inclination towards something both positive and negative respond. 97 secondly, dealing with the second research question “what factors influence the students‟ attitudes toward vocabulary mastery in learning speaking?”, the answer is based on the results gained from the finding of interview. thus, the second research question can be answered that all of male and most of female students felt confident speaking english because they had enough vocabulary knowledge, had been learnt english since their childhood and accustomed speaking english in front of many people. they successfully communicated in english based on their achievement and fluency speaking english. they also had some difficulties when used english vocabulary in learning speaking, such as their lack of pronunciation and grammar, teacher and friend‟s support. moreover, people who spoke english in their class motivated them used english vocabulary in learning speaking. those answers were in line with the statement of shoebottom (2007) as cited in ali et al. (2012). he claimed that the students will be better in their speaking or writing if they know vocabulary more. the result can be compared with the study that was conducted by azizifar et al. (2014), which was entitled “efl adult learner‟s attitudes towards learning speaking”. the study was carried out to investigate the efl adult learners᾽ attitudes toward learning speaking in iiam state university, iran. to collect the data, the researchers used questionnaire and 70 efl adult learners of iiam state university both male and female students were required to answer all the items of the questionnaire honestly. the results showed that these participants have negative behavioral attitude towards speaking skill while they have positive cognitive and emotional attitude. meanwhile, in this present study, the writer focused on senior high school male and female students‟ attitudes toward english vocabulary mastery in learning speaking. the writer used both questionnaire and interview to gain the data. the result showed that most of male and almost all of female students have positive attitude toward english vocabulary mastery in learning speaking, this is contrast with azizifar, ghaitasi and gowhari‟s statements. it can be concluded that this present study is different with the study of azizifar, ghaitasi and gowhari. moreover, the result of the present study can be compared with the study that was carried out by ali et al. (2012), entitled “second language learners‟ attitudes towards the methods of learning vocabulary”. the authors investigated students‟ learning attitudes after they are exposed to three vocabulary learning methods, namely contextual clues, dictionary strategy and computer assisted language learning (call). the fieldwork covered 123 undergraduates, who were surveyed to identify the factors that affect their attitudes in learning vocabulary using these methods. the findings from the study using anova revealed that students who were exposed to call showed more positive attitudes in learning vocabulary compared to other methods. meanwhile, in the present study, the writer focused on students‟ attitudes toward english vocabulary mastery in learning speaking between two different groups of learning (male and female classrooms). the writer found that both male and female students have positive attitudes toward vocabulary mastery in learning speaking apart from vocabulary methods. this is in contrast to ali, mukundan, baki and ayub‟s study. furthermore, the result also can be compared with the study that was conducted by vasu and dhanavel (2015) which was entitled “understanding the attitude of esl learners to vocabulary learning”. they explored the attitudes of learners towards the importance of 98 vocabulary and their choice of sources to learn new words. the study was conducted among 730 first-year engineering students of anna university, india. the results showed that students consider vocabulary as an important aspect of language learning. students admit the importance of vocabulary to understand a text. further, gender influences the choice of sources to learn new words, and the medium of education also significantly influences learners‟ attitudes and their choices of sources in vocabulary learning. vasu and dhanavel used survey study. meanwhile, the present study used case study and focused on the student‟s attitudes toward vocabulary mastery in learning speaking. it can be concluded that this present study and vasu and dhanavel‟s study are different. conclusions this present study investigated the students‟ attitude towards english vocabulary mastery in learning speaking. two research questions were formulated in this present study covering male and female students‟ attitudes toward english vocabulary mastery in learning speaking and factors influence students‟ attitudes toward vocabulary mastery in learning speaking. regarding the first research question, it was found that most of male and almost all of female students have positive attitude toward english vocabulary mastery in learning speaking. students have positive responses related to their attitudes toward english vocabulary mastery in learning speaking. furthermore, by mastering english vocabulary, they felt more confident to communicate in english and helped them to improve their english skills especially speaking. in the second research question, there were some factors influenced students‟ attitudes toward english vocabulary mastery in learning speaking, such as their pronunciation, grammar and vocabulary knowledge, their habits speaking english in front of many people, their needs toward english and support from social environment. therefore, it can be concluded that students‟ attitudes toward english vocabulary mastery in learning speaking is important. it helps students improving their english speaking skill. furthermore, there were many factors influenced students‟ attitude toward english vocabulary mastery in learning speaking. moreover, in order to speak fluently, vocabulary mastery is needed. thus, an appropriate vocabulary can be used. this present study has strength and weakness. in this present study, case study was applied to investigate the students‟ attitude toward english vocabulary mastery in learning speaking, so that the study answered the specific questions and investigated the data deeply. that is the strength of this present study. besides, the weaknesses of this present study is not explore the information widely because this study only focused on vocabulary mastery in learning speaking, so that this present study has not been able to represent the whole aspects of learning english. referring to the conclusions, the writer also makes suggestions of this study. the writer would like to give some suggestions that are addressed to the students, teachers and those who are interested in carrying out further studies. 99 firstly, the suggestion for the students. the writer suggests that the students should realized the important of english vocabulary mastery in leaning speaking. thus, their interest and motivation toward english vocabulary mastery in leaning speaking can be increased, and it impacts to their attitudes toward english vocabulary mastery in leaning speaking. secondly, the suggestion for the teachers. the writer suggests that the teachers should enhance their creativity in teaching vocabulary to improve students‟ english skills especially speaking. when the teaching and learning milieu are more interesting, the students feel interested and understand the material more. the teachers are also recommended to create an encouraging atmosphere in the english classes to promote the students‟ positive attitudes towards english vocabulary mastery in learning speaking. they should also motivate the students to learn english vocabulary, highlighting its importance. this can be achieved by implementing the appropriate methods and activities of teaching english effectively. thirdly, the suggestion for those who are interested in carrying out further studies. the findings of this study are expected to be used as a consideration for further studies about students‟ attitudes toward vocabulary mastery. this present study has limitation. this present study only discovers students‟ attitudes toward english vocabulary mastery in learning speaking. the writer suggests for further studies to investigate students‟ attitudes toward english vocabulary mastery in other english skills (listening, writing and reading) and also other variables is worthwhile. references ali, z., mukundan, j., baki, r., & ayub, a. f. m. (2012). second language learners‟ attitudes towards the methods of learning vocabulary. english language teaching, 5(4), 24-36. alqahtani, m. (2015). the importance of vocabulary in language learning and how to be taught. international journal of teaching and education, 3(3), 21-34. azizifar, a., ghaitasi, h., & gowhary, h. (2014). efl adult learner‟s attitudes towards learning speaking. international research journal of applied and basic sciences, 8(10), 1755-1764. baker, c. (1992). attitudes and language. retrieved from https://books.google.co.id bashir, m., azeem, m., & dogar, a. h. (2011). factor affecting students‟ english speaking skills. british journal of arts and social sciences, 2(1), 34-50. creswell, j. w. (2014). research design, (4 th ed). california: sage publication inc. dornyei, z. (2003). questionnaires in second language research. united states of america, usa: lawrence erlbaum associates. eshghinejad, s. (2016). efl students‟ attitudes toward learning english language: the case study of kashan university students. cogent education, 3, 1-13. 100 gardner, r. c. (1985). social psychology and second language learning: the role of attitudes and motivation. london: edward arnold. gillham, b. (2000). case study research method. new york, ny: continuum. hatch, e., & lazaraton, a. (1991). the research manual: design and statistics for applied linguistics. united states of america, usa: heinle and heinle publishers. nantawong, p., & inpin, b. (2017). efl students‟ attitudes toward vocabulary instruction: a survey of 12 th grade students. the 6 th burapha university international conference 2017, 162-171. samadani, h. a., & ibnian, s. s. (2015). the relationship between saudi efl students‟ attitudes towards learning english and their academic achievement. international journal of education and social science, 2(1), 92-102. vasu, s., & dhanavel, s. p. (2015). understanding the attitude of esl learners to vocabulary learning. calidoscopio, 13(2), 218-226. yin, r. k. (2003). case study research design and methods, (3 rd ed.). united states of america, usa: sage publications. microsoft word andi rizki https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 78 base form of lexical verbs in cooking articles and how the hospitality students are familiar with them andi rizki fauzi fauziandirizki2@gmail.com stipary tourism academy abstract the present study aims to draw up the list of base form of lexical verbs in selected cooking articles and to know whether the fourth semester students majoring in hospitality have already been familiar with them or not. antconc, a corpus software, is used to identify the most common verbs in 50 cooking articles taken from wiki how web and the quistionnaire were distributed to all the students to give assessment based on the scaling rate provided related to each verbs found in the corpus data. based on the data analysis, the result showed that from 394 base form of lexical verbs found, there are 174 words got the rating below 5 meaning that the students have ever seen or heard the words but the meanings are vague.it indicates that although the students are in hospitality major, it does not guarantee that they have already known the essential verbs usually used in authentic text. keywords: base form of lexical verbs, cooking, corpus based study introduction vocabulary is highly essential aspect for english language learners to get success in their learning activities (nakata, 2013; wessels, 2011). however, it is the most challenging aspect of language to learn due to the large number of words and varied meanings of certain word. another challenging part is that vocabulary acquisition is incremental in nature and this means that words are not learned instantaneously but they are learned over a period of time (xhaferi, 2010). it means that to master vocabulary, the learners need much time dedicated to automatically retrieve the words from their mind as what schmitt (2000) emphasized that “the object of vocabulary learning is to transfer lexical received accepted published august 2020 september 2020 september 2020 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 79 information from short-term memory, where it resides during the process of manipulating language, to permanent long-term memory”. as an important aspect of learning language, the students majoring in hospitality should know as many as possible vocabulary in their field. one of typical vocabulary to know is vocabulary related to cooking as their future career will be closely related with this activity particulary those who aspire to be a chef or a restaurant employee and verb is paramount importance as the students have to present their cooking results. verbs, nouns, adjectives and adverbs are 'vocabulary words’(eastwood, 1994). verbs are very important to learn as if they are missing, a sentence cannot be built. most of the verbs are action verbs and those are becoming the problems for some indonesian students learning english as they change depending on the tenses. they can be present, past, past participle, or present participle. therefore, the students should know the base form of lexical verbs so that they can turn base form verbs into different tenses because most of them can be changed regularly by adding –ed. the hospitality students must be familiar with base form of verbs related to cooking as in presenting the cooking result they are often used. getting many exposures of verbs through reading can be extremely helpful to ingrain the verbs into long-term memory. as stated by nezhad, moghali, & soori (2015), reading appears to be the best method for implicit learning people who read a lot tend to have large vocabularies and authentic reading materials were proven to be an effective way in helping the students to enhance and enrich their vocabulary acquisition (jutta, karlheinz, & matej, 2013). jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 80 for that reason, this research aims to find the most frequent base form of verbs taken from authentic cooking articles from wiki how web by creating a corpus. then, the familarity of the students toward those words are investigated. learning english vocabulary for specific purposes according to xhaferi (2010) english for specific purposes course (esp) are new trend in english language teaching and they include technical english, scientific english, english for medical professionals, english for waiters, and english for tourism. “english for specific purposes is a term that refers to teaching or studying english for a particular profession (like law, computers) or for a business activity (saliu & hajrullai, 2016). based on the definition above, esp is teaching english where the students learn vocabularies related to their field that have contribution for their english communication skill in the future career. so, the goal is different between learning english for specific purpose (esp) and learning english as a second language (esl). one of the differences was stated by hans, a., & hans, e. (2015) esp programs focus on developing communicative competence in a specific field, such as aviation, business or technology whereas general english classes is practicing conversational english and learning the skills necessary for communicating in many different situations. in teaching and learning vocabulary, it is essential to distinguish between different types of vocabulary because different types of vocabulary need different focus and treatment or some types of vocabulary will be given priorities and emphases in teaching and learning according to learners’ different aims of learning (jiangwen & binbin, 2001). a suitable approach for teaching esp words is the lexical approach. the lexical approach follows the principle that lexis is the most important part of any language and should be treated that way (xhaferi, jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 81 2010). from the statements above, it can be concluded that one of the significant aspect of learning esp is learning typical word based on the students' field. vocabulary can be learnt either incidentally or intentionally (barcrof, 2017). in terms of language acquisition, the performance of learners in incidental vocabulary is better than that of intentional vocabulary learning. indeed, it could be deduced that a considerable amount of vocabulary knowledge was gained from the exposure to the context (nezhad et al., 2015). however, incidental learning is considered as slow process of learning when there are long gaps between encounters (webb, 2008). according to ahmad (2012) by the help of contact with a sufficient amount of written language exposure, incidental vocabulary learning in the first language can be substantial. incidental vocabulary promotes deeper mental processing and better retention (ahmad, 2012) considering both incidental and intentional vocabulary learnings have strengths and weaknesses, the students can carry out both learning vocabulary activities. one of the ways to undertake this activity is through corpus based approach. the students can be asked to read articles related to their field cooking without any intention to learn vocabulary so they would guess the meaning of the words to understand the gist of the article. then, it is follwed by intentional learning through getting more exposures of the word from corpus.the target words can be classified based on either the most frequent or infrequent words found in the corpus as stated by boulton (2010) finding that learners even with relatively limited levels of proficiency and linguistic sophistication can appreciate them and derive benefit from them in a variety of conditions – on paper or handson, as a learning aid or reference tool. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 82 english verbs verbs are essential part in sentences. in learning english, verbs are associated with tenses due to its existance which can be used to indicate the time, continuation or accomplishment of an action or state to the time speaking. it becomes one of the challenges to indonesian students who are learning english as indonesian does not have this concept. according to collins (2007) , situations expressed by verbs in any given language can be classified as belonging to one of four categories—stative, activity, accomplishment, and achievement. the four categories, with examples, are summarized in table as follows: table 1. semantic catagory of verb usage (collins, 2007) semantic catagory examples statives she's really funny i need you that flowers smells wonderful he looked puzzled activities he's smelling the flower they sing in a choir i swam in the river she runs in the woods accomplishments he will sing a song she swam across the river you ran a kilometre achievements i found a ten-dollar bill they noticed the flower he recognized his old friend according to easwood (1994) verbs have the following forms: a base form (e.g. look), an s-form (looks), a past form (looked), an ing-form (looking) and a past/passive participle (looked) and base form verb has more than one use. such as in imperative , present tense, and infinitive.as examples which can be seen as follows: jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 83 table 2. the use of base form verb (easwood 1994) imperative play tennis with me. present tense you play very well. infinitive i'd like to play based on the table above,verb can be used to construct imperative sentences such as in cooking instructions. the hospitality students who are learning english should familiarize themselves with verbs as it is used in the instructions which must be followed in cooking activities or in presenting the cooking results as can be seen in the examples below: a..choose the cereal you like the most. b. grab a bowl for your cereal. c. pour the cereal into your bowl. for that reason, recognizing more verbs can be really worthwhile to hospitality students to support them in their study and future career. corpus linguistics approach according to almutairi (2016) corpus-based approach to language teaching is based on actual usage, real and authentic occurrences of language as it is uttered, written and used by native speakers in various situations. a corpus is a set of spoken or written texts which form a representative sample of the kind of language under investigation (knowles, 2000) and according to dazdarevic, s., & fijuljanin, f. (2015), a corpus shows how language is used in real situations and puts an end to the so-called necessity of relying on a native speaker’s intuition to tell what is commonly or rarely used in english. it is a tool that draws intention of many researchers in linguistics and education fields. it was proven that many studies attempted to explore the use of corpus in teaching and learning language jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 84 (for example hunston 2002; sinclair 2004; conrad 2005; o’keeffe, mccarthy, and carter 2007; bennett 2010; reppen 2010). the great attention of the language experts in corpus cannot be separated from the rapid advance of technology, particularly computer science as it makes considerable changes in the way of teaching and learning language. by using computer, the teachers and learners enable to find out corpora readily. according to miangah (2012), the accessibility of language corpora provides language learners and teachers with great opportunities in learning a language as well as language analysis with the help of various computer programs in order to reveal many aspects of language use quickly and accurately without any need to manually collect and analyze data. as mentioned above, the use of computer can assist the language learners to search corpora.there are many types of corpora (general vs. specialized; static vs. monitor; native vs. learner; native vs. translated; monolingual vs. multilingual; parallel) all which serve different types of research and can provide invaluable feedback and result (dazdarevic, s., & fijuljanin, f 2015). in term of learning english for specific purpose, students are more likely to use some words that are colesely related with tourism industry such as food and baverage products and services, accommodation, recreation and entertainment, transportation and travel services. for that reason, they must be familiar with the english words that are very common used in those areas. for example, they must have a lot of vocabulary in cooking as in their future career, particularly those who become chefs or waiter and waitress, they have a mandatory duty to give excellent services to the guests including when they have to explain the process of cooking in english. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 85 regarding to the case above, verbs have an essential role in giving explanation about how a certain food was cooked. the more verbs mastered, the easier it will be. leveraging the corpus created from cooking articles can be very helpful to know what verbs are very often used then the students can sort them out in the main priority of english words that must be learnt. for example, by employing corpus of contemporary american english the words cook is found 38334 times. it indicates that from the data that are collected, the word 'cook' is frequently used. it can be seen in the figure below: fig 1. the display of selected words from coca corpus method this study is a quantitative research utilizing corpus software to analyse the most frequent base form verbs in the cooking articles from wiki how webs (https://www.wikihow.com). the method for analysis using corpus linguistics approach is quantitative in the way of adopting some language analytical tools: claws 4 for corpus annotation, wordsmith 3.0 and antconc 3.2 for retrieval analysis (kang & yu,2011). those are called as concordancing tools.this website is choosen due to the the availibility of articles related to cooking. fifty articles derived from the websites were taken. then, the frequency of the words were identified. the wordlists sort all the words or lemmas occuring in a corpus jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 86 according to frequency of occurance. next, the words which found were annotated to identify the wordclasses and were listed based on its frequency. this study employs total sampling so that all the students became sample and those are fifth semester of hospitality students consisting of four classes. to know whether the samples have been familiar or not with the words, questionnaire were distributed to them. they were requested to give rates toward the most frequent words found in the list based on the scale and indicator as follows: table 3. the use of base form verb rating scale descriptor 7 you recognize the word and are confident that you know the meaning of the word. 6 you think you know the meaning of the word but are not certain that the meaning you know is correct. 5 you are certain that you have seen the word but you only have a vague idea of its meaning. 4 you recognize the word as one you have seen or heard before, but you don't know the meaning of the word. 3 you are pretty sure that you have seen or heard the word but you are not positive. 2 you think that you might have seen or heard the word before. 1 you have never seen or heard the word before. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 87 overall, the procedure of the research can be seen in the figure below: fig. 1 procedure of the research there were 50 articles about cooking which were collected from www.wikihow.com. the articles were converted to word document for correction then they were converted to *txt file format for analysis purpose. there are 73.270 words tokens and 4330 word types in total. the criteria of selecting the word are based on their frequency rate and whether they are classified as base form of verb. for that purpose annotation process must be carried out to find out the word classess of each word in the corpus data and claws part-of-speech tagger was employed.the words are coded based on the identifying research problems determining samples taking data (cooking articles) from web finding most frequent words (corpus based approach) & making annotation distributing questionnaire (student's familiarity toward most frequent words) drawing conclusion jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 88 ucrel claws7 tagset. verbs are given varied code as can be seen in the table below: table 4. the verb coding based on ucrel claws7 tagset vb0 be, base form (finite i.e. imperative, subjunctive) vbdr were vbdz was vbg being vbi be, infinitive (to be or not... it will be ..) vbm am vbn been vbr are vbz is vd0 do, base form (finite) vdd did vdg doing vdi do, infinitive (i may do... to do...) vdn done vdz does vh0 have, base form (finite) vhd had (past tense) vhg having vhi have, infinitive vhn had (past participle) vhz has vm modal auxiliary (can, will, would, etc.) vmk modal catenative (ought, used) vv0 base form of lexical verb (e.g. give, work) vvd past tense of lexical verb (e.g. gave, worked) vvg -ing participle of lexical verb (e.g. giving, working) vvgk -ing participle catenative (going in be going to) vvi infinitive (e.g. to give... it will work...) vvn past participle of lexical verb (e.g. given, worked) vvnk past participle catenative (e.g. bound in be bound to) vvz -s form of lexical verb (e.g. gives, works) the chunk of the result of annotation can be seen as follows: jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 89 fig. 2 the process of annotation findings and discussion based on the analysis of the corpus built, there are 394 base form of lexical verbs with various frequency rates. the results show all the base lexical verbs emerged in the selected cooking articles and it has been identified and distinguished from other types of verbs. the list of the base form of verbs and the number of frequency can be seen be seen as follows: table 5. the list of the base form of verbs and the number of frequency frequency base form of lexical verb 1 sizzle, evaporate,account, rearrange, fit, slow, forget, level, mean,knead, steep,score,blanch,baste,opt, afford, ruin, ferment,rotate, grimace,explain,visit, borrow,tickle,graduate, care,fix,suggest, talk,observe, expect, fake, relieve,stand, unlock,increase,obtain,accommodate,rehydrate, search, exist, bump, refreeze, ignite, relax, bread, dust, swirl, dispose, achieve, loosen, divide,swap, scroll, adhere, resist, cream, undercook, struggle, frost, decorate, double,space, reserve, debone, swing, stain, quill, attach, swish, pay attention, die, tear, strain, clip, locate, jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 90 lose, plunge, embark, shred, mash, commit, lead, join, dig, pop, prioritize, walk, grip, sharpen, handle, own, spot, hear, excuse, knock, contract, accumulate, defrost, clear, drip, flake, paint, fillet, curl, depend, review, raise, bind, bubble, estimate, surround, drape, consist, calculate, ladle, immerse, compliment, evaluate, hop, determine, react, touch, submerge, treat,build, chill, stuff, omit, steam, batter, float, stew, burn, reseal, smell, scale, tug, release, balance, dunk, yeast 2 prevent, flavor, consult, enable, produce, close, marinade, trust, say, share,lock, carry, doubt, drizzle, prune, settle, overcook, freeze, sell, help, extract, invert, blend, weigh, position, squeeze, pinch, scoop, tip, trim, twist, bite, empty, familiarize, invest, write, substitute, slip, husk, sample, tuck, proceed, absorb, aim, fluff,yield, assemble, sift, spike, crumble, monitor, swamp, rap 3 cause, seem, notice, wipe, save, grow, pick, thaw, distribute, braise, scrape, grease, dump, switch, skip, arrange, garnish, dress, roll, season, replace,rip, carve,match, cool, mature, skin, oil, poach, layer, top, create, dredge, split 4 involve, stay, remain, believe, whip, tilt, watch, select, marinate, reach, sear, desire, stop, vary, soften, ensure, scrub, adjust, purchase 5 contain, call, grab, line, tie, rest, brown, incorporate, tap, stick, spray, follow, poke 6 hold, read, love, gather, separate, salt, retain, push, chop,slide 7 see, warm, clean, press, wrap, repeat, ask, melt, move, lift, measure, spread, think wish 8 tend, become, eat, seal, refrigerate,brush,learn,lower, snap, finish,crack 9 fold, throw, spoon, store, run, insert, lay, return 10 grill, find, feel, plan, dip, discard, decide 11 shake, test, form, remember, peel, drop 12 reduce, appear, beat 13 require,work 14 avoid, go, taste, give, come, consider,prefer 15 understand, look, break, whisk 16 buy, soak, wash, rub 17 roast, open jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 91 18 leave, pat, know, wait 19 include 20 slice >20 combine, saut, check, pull, begin, fill, boil, rinse, fry, toss, take, simmer, sprinkle, set, start, flip, choose, continue, note, enjoy, coat, drain, mix, put , get, transfer, heat, need, preheat, prepare, keep, bring, bake, cut, try, allow, stir, pour, cover, turn, use, want, let, serve, cook, remove, make, place,add based on the table above there are 49 words found more than 20 times in the corpus, even the words such as serve, cook, remove, make, place, and add are the most frequent word found in the corpus which total emerge of more than 100 times. on the other hand, the words e.g sizzle, evaporate, rearrange, baste are the most infrequent words as they are only found once within a small corpus built. after all the base form of lexical verbs are listed, the fourth semester students from hospitality major were asked to give rating based on their level of familiarity of each word. the result showed that there are 174 words that had a rating scale below 5 or 44, 16 % from the total base form of lexical verbs found. it can be said that the students are still not unfamiliar with almost half of the lexical verbs in the selected cooking article as they have a vague idea about the meaning although they have heard or seen the words. the rating results of each word can be seenin appendix ii. from the finding above, the general words that appear more than 39 times in the article such as to get, heat, transfer, need, and add are recognized well by the students compared with the words which rarely used in the article. although the words can be used generally (used in other fields), those are not eliminated from the list as they also used in the context of cooking. however, it can be a hypothesis that the students face problems in the specific words in cooking such as pat, beat, whisk, saute which are infrequent and it can be a concern that the jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 92 infrequent words found in the corpus are not to be ignored even those can be essential words in a certain field and the students need to know them. although this research has a limitation in which the words are only taken from 50 articles, the rating result can show clearly that there are many unfamiliar base form of lexical verb found by the students. it means that if the number of articles is increased in the corpus, there will be a possibility that the students will encounter more unfamiliar base form of lexical verbs. however, this research finding can highlight that infrequent words found in the corpus must be investigated for future research as they are also important words in the field that the students are focusing on. another limitation in this research is that the investigation is only carried out toward base form of lexical verb although there are many kinds of verbs are also found in the corpus analysis result such as past tense of lexical verb, -ing participle of lexical verb, infinitive, past participle of the lexical verb and -s form of lexical verb. the reason for choosing base form of lexical verb to be investigated is that if the students are familiar with the base form of verb, they will expectedly know the alternation of the verbs in a different form. conclusion the present study aimed to investigate the list of base form of lexical verbs in cooking articles which taken from wiki how web and the students’ familiarity toward each of them. the results of corpus analysis revealed that there are 394 base form of lexical verbs from 50 articles. in fact, 44, 16 % of base form of lexical verbs found were not recognized well by the students. although the result of the study can show that the infrequent words cannot be ignored to be jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 93 investigated, the corpus built is very small in size. there should be more articles collected and analysed using corpus. references adolphs, s. 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(2010). teaching and learning esp vocabulary. revista de lenguas para fines específicos, 15/16 (200(2009), 229–255. https://jurnal.unigal.ac.id/index.php/jall/index issn: 2598-8530 february 2019, vol. 3 no. 1 english education program faculty of teacher training and education galuh university 1 received: accepted: published: december 2018 january 2019 february 2019 the use of peer reviewing in overcoming phonological errors in english pronunciation ira adinegara english education department of galuh university ciamis, west java, indonesia ira.adine@gmail.com a. m. surachmat english education department of galuh university ciamis, west java, indonesia didih faridah english education department of galuh university ciamis, west java, indonesia abstract this study reports on the use of peer reviewing in overcoming phonological errors in english pronunciation conducted to the freshmen of english education program in galuh university. peer review is one of appropriate techniques to support students in learning speaking particularly english pronunciation. in this regard, the writers addressed some questions: 1) how does the lecturer use peer review technique in overcoming phonological errors in performing english pronunciation?, 2) what are the students‟ perceptions toward the use of peer review technique in overcoming phonological errors in performing english pronunciation?, and 3) what are the benefits of peer review technique in overcoming phonological errors in performing english pronunciation?. related to the research questions, the writers adopted qualitative approach particularly a case study as the research design. the writers conducted classroom observation, interview to an english lecturer and six students and administered a questionnaire to the students as well. in this case, the respondents were selected purposively. the results showed that the use of peer review is useful to support and motivate the students to learn well. by using peer review, students can be active in their process learning and also they can improve their critical thinking in speaking particularly in overcoming phonological errors in performing english pronunciation. keywords: peer review, pronunciation 2 introduction as one of the basic skills of learning english, pronunciation plays an important role in english language teaching since most of country around the world has completely different pronunciation from english language including indonesia. english pronunciation refers to ability to use the correct stress, linking and intonation of a word in a spoken english language (burns & claire, 2003, pp. 5-6). one of them is phonological speech errors created by efl learners which have been an important source of evidence for the psychological reality of phonological features and segments. frisch & wright (2002, p. 140) state that in many speech errors, it appears that portions of the intended utterance are produced in an unintended order. inability to utter the words correctly is a problem appears to the efl learners. students of different mother tongues have different pronunciation problems. some students may be happy to spend some time on sound which are easy for them, but some students have pronunciation difficulties of language groups which have not been included elsewhere or the errors of individual students (baker, 1982, p. 1). according sachs & parsell (2014, p. 22), peer review would be seen as a learning process in which both parties (reviewer and reviewed) must be jointly engaged in a search for truth which is only achievable when the communication between peers is open to challenge from either side, and not distorted by power relations which inhibit criticism. besides, peer review acts as a filter for selection and a quality control mechanism (wager, godlee, & jefferson, 2002, p. 3). seeing those students difficulties in spoken and when their teacher corrects their pronunciation, they often just hear it away. by applying peer review technique, it will help students to know what the strengths are and weaknesses or what are missing from their pronunciation so they can revise and improve it. dealing with the present study, it was supported by previous studies which conducted by mendonca, c. o & karen e. johnson, k. e. (1994) entitled “peer review negotiations: revision activities in esl writing instruction”. the research described on negotiations that occur during esl students' peer reviews and the ways these negotiations shape students' revision activities. this research did not describe the peer review technique in performing english pronunciation to overcome phonological errors problem, but it focused on esl writing instruction. unfortunately, in the other previous studies, the research about the use of peer review technique in english pronunciation is not examined. therefore, the writer can only focus on the study that use peer review technique to overcome phonological errors in performing english pronunciation. furthermore, there are 3 three research questions dealing with this study. they are: 1) how does the lecturer use peer review technique in overcoming phonological errors in performing english pronunciation?, 2) what are the students‟ perceptions toward the use of peer review technique in overcoming phonological errors in performing english pronunciation?, and 3) what are the benefits of peer review technique in overcoming phonological errors in performing english pronunciation?. the nature of peer review technique peer review is where the students make suggestions for revision regarding the evaluation of work by one or more people of similar competence to control the producers of the work (mangelsdorf, 1992, p. 274). the students pinpointed content and organization as the main areas that peer reviews improved. in particular, they emphasized that peer reviews lead them to consider differents ideas about their topics and helped them to develop and clarify these ideas. these comments suggest that peer review can make students more aware of the needs and expectations of their audience (mangelsdorf, 1992, p. 278). the peer review is exact interpretation of whether feedback should be given, how errors should be selected remains open to lively academic debate (jobbitt, 2015, p. 2). each students have to review the others‟ work to find out some errors and also giving critiques and correction to giving comment for other group (odom et al., 2009, p.110). in addition, students have to comment on their peers‟ mistakes and develop their suggestions (todd & hudson, 2007, p. 39). besides, by using peer review, it helps students develop critical thinking skills needed to analyze and revise their works and also brings active learner participation and a genuine sense of audience in the classroom (wu, 2006, p. 127). peer review would be seen as a learning process in which both parties (reviewer and reviewed) must be jointly engaged in a search for truth which is only achievable when the communication between peers is open to challenge from either side, and not distorted by power relations which inhibit criticism (sachs & parsell, 2014, p. 22). yang (2010, p. 1202) states that in peer review technique may also get new perspectives as students decide to accept or reject peers‟ revision. in addition, in peer review activities, all of the students have to correct and had to correct about the errors, they also had to find out the strengths and weaknesses of others‟ work (yoshizawa, terano, & yoshikawa, 2010, p. 739). sometimes, in peer review process, each group were given worksheet to be discussed with other peer‟s in their own group (jahin, 2012, p. 68). 4 then, the teacher gives the peer review form to the students to make sure that they write responsible for their respond and they worked earnestly to help each other (frederick, blake-kline & kristo, 1997 adopted by chen & lin, 2009, p. 344). in reviewing, the students have to write the result of interview in the form review (chen & lin, 2009, p. 344). thus, peer review is one of the good techniques to involves students as the main part of teaching learning process. in addition, students have to be more creative, active, and more critical by giving a constructive feedback to other peers allow them to evaluate their context, spelling, and style. there are several benefits of peer review, namely peer review adds professionalism to the process of evaluating teaching and also reflection by both the faculty member being reviewed and the reviewer is a key benefit of peer review, teachers must step back, formulate and organize, and present what they value and do with students. talking with others often helps teachers reflect on their pedagogy (perlman & mccann, 1998, p. 2). in addition, students as participants are true peers. they start their peer review processes with a shared understanding and conceptualisation of learning and teaching in higher education and specifically within their university context. the defining criterion is being a peer, a critically reflective peer (sachs & parsell, 2014, p. 147). therefore, peer review has the benefit of encouraging students to work collaboratively, something which, in a group, we went to foster. collaborative peer review provides a framework which encourages critical reflection which supports individuals and groups to engage in inquiry into their teaching and its impact on student learning (sachs & parsell, 2014, p. 25). there are three aspect to include of peer review, namely evaluation, sumative peer review and formative peer review (perlman & mccann, 1998, pp. 2-3). besides, the classroom visitation process in peer review technique divided into three parts, there are pre-visitation conference, the class visitation, and post-class visitation meeting (perlman & mccann, 1998, p. 4). in peer review technique, course materials may include but are not limited to documents such as course syllabi, course assignments, learning experiences such as tests, papers, projects, and presentations, besides exams and grading practices, also text and required/ suggested readings like web sites (perlman & mccann, 1998, pp. 4-5). based on the explanations aformentioned previously, understanding the course context and instructor‟s rationale is important to a fair and effective peer review of course materials. in peer review process, teaching portfolios are frequently used to stimulate reflections on teaching. reflection frameworks often emphasize behaviours and 5 competencies. however, the environment, beliefs, professional identity and mission are also important subjects for reflection (tigelaar, et al., 2006, p. 277). the teaching portfolio focuses it on delivery and learning. teaching portfolios are the product of collaboration with colleagues, mentors, students and others as input from these sources helps clarify and refine personal statements and reflective descriptions. the process of creating teaching portfolio may prove to be more difficult than originally expected; therefore, constant and honest feedback will be key to producing a successful portfolio (rodriguez-farrar, 2006, p. 4). based on explanations aformentioned previously, the writers concluded that portfolio should be set out clearly and concisely. the nature of phonological error phonology is essentially the description of the systems and patterns of speech sounds in a language (yule, 2010, p. 42). according to forel and puskas (2005, p. 3), phonology is the study of how speech sounds are used in english and other languages. phonology has been defined as the study of sound systems, that is, the study of how speech sounds structure and function in languages (mcmahon, 2002, p. 2). thus, phonology is a branch of linguistics concerned with the systematic organization of speech sounds in languages. phonology deals with two main things, phonemics, that is, the study of the distinctive sound units, and phonetics that mainly deals with speech sounds. as a consequence of all the difficulties provided by the english pronunciation, many english language learners as well as the indonesian learners tend to generate errors in the articulation of the sounds (tiono & yostanto, 2008, p. 79-80). in the other the fact, the phenomenon called mother tongue is often found in foreign language teaching at the level of pronunciation (luo, 2014, p. 1703). thus, it can be the errors problem in performing english pronunciation. according to goldrick (2016, p. 2), studies of errors in spontaneous speech, in experimental paradigms such as tongue twisters, and those produced by aphasic individuals reveal the influence of linguistic principles on the production of speech. in phonological speech errors (also called sub-lexical errors) have been an important source of evidence for the psychological reality of phonological features and segments (frisch & wright, 2002, p. 140). regarding to the explanations above, the writers concluded that phonological errors reflect the structure of linguistic representations, they are sensitive to the productivity of phonological alternations and the distinction between phonological 6 structures that are possible vs. impossible within a language. although the evidence is somewhat mixed, cross-linguistic and within-language well-formedness distinctions also appear to influence speech error distributions. the nature of pronunciation according to baker (1982, p. 1), “pronunciation is the way in which a language is spoken”. clear pronunciation is essential in spoken communication. for all these learners, being made aware of pronunciation issues will be of immense benefit not only to their own production but also to their own understanding of spoken english, such as intelligibility, comprehensibility, and interpretability (burns & claire, 2003, p. 5). according burns & claire (2003, p. 5), there are three importance of pronunciation in language learning. it is more important that speakers of english can achieve intelligibility, comprehensibility and interpretability. in addition, pronounciation have several features, namely segmental features and suprasegmental features (burns & claire, 2003, pp. 6-8). moreover, to explain the features of english pronunciation, all of them are highlighted in the figure below. figure 1: features of english pronunciation according to gilakjani & ahmadi (2011, pp. 75-79), the important factors that affect the learning of pronunciation are as follows accent, stress, intonation and rhythm, motivation and exposure, attitude, instruction, age, personality and mother tongue influence. these factors would enable the teachers to identify the difficulties in the pronunciation of the target language experienced by non-native speakers in order to help features of english pronunciation segmental features suprasegmental features linking intonation stress sentence stress word stress consonant sounds vowel sounds voiced unvoiced single diphthongs short long phonemes (sound differences within a language) 7 them overcome their foreign accent and consequently improve their pronunciation. in addition, they would also enable teachers to provide efficient pronunciation instruction and design their teaching methodology according to students‟ needs. in looking at recommendations for teaching pronunciation, there are the communicative method of teaching english that is employed in most esl classrooms such as curriculum design, focus on the supra-segmental, academic research and classroom experiments, improved training for teachers, provision of materials and courseware for teachers and learners, increased research on pronunciation teaching methodology, also methods and materials development (gilakjani & ahmadi, 2011, pp. 79-81). method a qualitative approach especially case study was applied in this study. qualitative research is best suited to address a research problem in which you do not know the variables and need to explore (creswell, 2012, p. 16). qualitative research means building the data analysis and tend to analyze and interpret of processes the data to know what their participants do in this study. according to creswell (2012, p. 617), case study is an indepth exploration of a bounded system such as activity, event, process, individual, social group based on extensive data collection. in this case, the writer focused on one single phenomenon that is peer review. the writer focused on describing the data collection from the instrument including observation, interview and questionnaire. participants and research site the participants of the study were an english lecturer and 16 students of class 1 a or freshmen level at galuh university. the writers selected 6 students as sample. these students consisted of 2 students with low achievement, 2 students with average achievement, and 2 students with high achievement. the participants were relevant with this study especially an english lecturer who knows about overcoming phonological errors made by the students of galuh university in performing english pronunciation by using peer review technique. the writers conducted the study in english education program, faculty of teacher training and educational sciences, galuh university. it is located at 150 r.e. martadinata st., ciamis regency, west java, indonesia. the writers chose the site because in english education program at galuh university have many english lecturers who teach english speaking course that used peer review technique. furthermore, the students have to learn english pronunciation on speaking class. 8 data collection the writers employed three instruments as the data collecting techniques as follows: observation (the writers acted as non-participant observer), interview (the writers used semi-structured interview to the lecturer and six students) and questionnaire (the writers administered close-ended questionnaire for sixteen students). the first instrument was classroom observation to answered research question number one, the classroom observation was conducted at the beginning of the study before conducting interview to the lecturer and six students. after that, the second instrument was interview, particularly semi-structured interview to the lecturer and six students to answered all research questions. the third instrument was questionnaire, the writers administered questionnaire to sixteen students of class 1-a to answered research question number two. data analysis all of the data were analyzed qualitatively. in analyzing the data of classroom observation, the writers analyzed by transcribing, describing, exploring and discuss the interpreting data with theories and the results of classroom observation from video which has written on observation sheet in every meeting. in addition, interview was organized after conducting observation in purpose to find the answers that could not be seen in observation. in analyzing the data of interview, the writers analyzed by transcribing, describing, interpreting and discussing the data related to the theories. besides, the writers administered questionnaires, especially close-ended questionnaire to 16 students. furthermore, in analyzed the questionnaire from the students, the writers put the results of questionnaires in calculated the percentage of each responses to each questionnaire using the percentage of computation, the writer also analyzed by interpreting, and categorizing the data. findings and discussion the writers analyzed all the activity of lecturer and students in teaching learning process during speaking classroom. the data from the first research question about how does the lecturer use peer review technique in overcoming phonological errors in performing english pronunciation?. the results of classroom observation could be seen in the following descriptions. dealing with the results of observation, the writers found that the lecturer devided the students into small groups in the first meeting. then, the lecturer gave instruction to the students to perform about the task in front of the class one by one for each group and listen 9 carefully that your friends‟ said in the conversation about her/ his performance especially in english pronunciation. after all groups finished their work, the lecturer asked to each group to gave correction to the other group‟s work. this activity was appropriate with odom et al., (2009, p.110) who said that in peer review each students had to review the others‟ work to find out some errors. then, it had to be corrected. the students in group one gave the comment and correction to the work of group three. then, group three gave respons. it can be seen on the dialogue as below. g1 : i think your performance is enough to interesting my attention. but in the other hand, you should correct your pronunciation about “company” and “today”. in the word “company”, you should be pronounce /'kʌmpənie/, not /kompəni/ and of the word “today”, you should be pronounce /tə'dei/, not /tudei/. that‟s all. thank you. g3 : thank you for group one. maybe that‟s fault or our mother tongue. based on the dialogue above, the writers concluded that group one gave correction about errors in the articulation of the sounds. it was related with tiono & yostanto (2008, p. 79-80) who argued that as a consequence of all the difficulties provided by the english pronunciation, many english language learners as well as the indonesian learners tend to generate errors in the articulation of the sounds. in the second meeting, the lecturer explained the material and gave example to the students about it. then, the lecturer gave the work to the student as individual work. in this activity, the lecturer asked the student to read the result of the work in front of the class individually. then, each student had to review the result of the classmate‟ to give or gave some correction or suggestion. this is the result of the discussion from student one and student five. s1: ass. i am “s1”. i would like to review about your performance. you say 5 in /fiv/, 15 /faivtin/, 50 /fifty/. are you sure about that? s5: yes! s1: oh, i think it is wrong. you should pronounce five in /fʌɪv/, fifteen /ˈfɪftiːn/ and fifty /ˈfɪfti/. s5: sorry! that was my fault in english pronunciation. thank you for your comment and correction. 10 based on the review aforementioned, it was clear that the student had critical thinking in giving correction and suggestion, comment for peer‟s speaking especially in overcoming phonological errors in english pronunciation. in the third meeting, the lecturer asked to the students to join in their group. the lecturer gave explanation about the material and gave some examples about it from the video. then, the lecturer started to give the peer review form to each group to gives comments in the form in which it is done to discuss worksheet that has been filled out by the students. it was appropriate with frederick, blake-kline and kristo (1997) adopted by chen & lin (2009, p. 344) who argued that give the peer review form to the students can make sure that they were responsible for their respond and they worked earnestly to help each other. the lecturer gave peer review form was the corrections of the groups‟ work and each group had to give comment for other group‟s work about the content especially in english pronunciation. after the groups have finished of the peer review form, the lecturer asked to each group to presented their result in front of the class. besides, the lecturer chosed in each group at randomly to presented their result about peer review form of their work. this is the result of the discussion from student two and student one. s2 : well, ass. i‟m from group 2, i would like to present about the result in peer review form of english for shopping who performed by group 1. for the question number one, in my opinion it is not interesting because they speak too fast and a weak voice, so we can‟t hear clearly what they said. for question number two, we answered that they perform clearly but when they were speaking, it was too fast, so we don‟t know what they are talking about. for question number three, it is 65% can catch my attention until the end. next, the question number four, yes i find some of them, these are flour and modal. and the last, i suggest you to correct your english pronunciation about “flour” and “modal”. in the word “flour”, you pronounce /flowr/ so the meaning of that word is lantai but you means is “flour” „tepung‟. so, you should be pronounce “flour” is /'flaʊə(r)/. besides, when you pronounce the word “modal”, you should pronounce /'moʊdəl/, not /'modəl/. i think enough. thanks. l : so, group 1, what do you think about that review? s1 : it makes the motivation for us to be better in the future. thanks. 11 based on the dialogue above, the writer infers that the lecturer asked the students in each group to giving comment, correction and suggestion to the others‟ work. then, the students present of their result to giving correction or review to the other‟s work and find out some errors in english pronunciation. the writers concluded that group two gave correction about articulation in english pronunciation. this fact was contributed to the difficulties in learning english. it was appropriate with tiono & yostanto (2008, p. 79-80) who explained that as a consequence of all the difficulties provided by the english pronunciation, many english language learners as well as the indonesian learners tend to generate errors in the articulation of the sounds. dealing with the results of interview from six students and questionnaire from 16 students, most of the students answered that peer review technique was effective and appropriate technique that can improve their speaking skill particularly in overcoming phonological errors in performing english pronunciation. besides, the writers also found that the students shared their opinions with other peers in the classroom. they felt enjoy and satisfied when their lecturer applied peer review technique in learning speaking particularly in overcoming phonological errors in performing english pronunciation. moreover, to explain the students‟ responses toward peer review technique, all of them are highlighted in the figure below. figure 2: students’ responses toward peer review technique based on the figure above, related to the use of peer reviewing in overcoming phonological errors in performing english pronunciation, the statements numbers 1 and 2 0% 10% 20% 30% 40% 50% 60% 70% 80% s1 s2 s3 s4 s5 s6 s7 s8 s9 s10 s11 s12 sa a n da sda 12 about their difficulties in learning speaking particularly english pronunciation most of the students were answers 21.87% in “strongly agree”, 50% in“agree”, 25% in “neutral”, 3.12% in “disagree”, and 0% in “strongly disagree” through the use of peer review technique in overcoming phonological errors in performing english pronunciation. in the other hand, refer to the statements numbers 3, 4, 5, 6 and 7 about students‟ attitudes in overcoming phonological errors in performing english pronunciation, most of the students were answers 13.75% in “strongly agree”, 25% in “agree”, 48.75% in “neutral”, 8.75% in “disagree”, and 3.75% in “strongly disagree”. in addition, refer to the statements numbers 8, 9, 10, 11 and 12 about students‟ perceptions in overcoming phonological errors in performing english pronunciation, most of the students were answers 12.5% in “strongly agree”, 42.5% in “agree”, 41.25% in “neutral”, 3.75% in “disagree”, and 0% in “strongly disagree”. these data reveal that for most students and lecturer in this tudy, peer reviews were perceived as a beneficial technique that helped the students to overcome phonological errors in performing english pronunciation. in addition, the students improved their speaking particularly english pronunciation better. besides, the students were to able their ctitical thinking towards their own speaking and also became carefully in speaking especially english pronunciation. in addition, through peer-review technique, the students got positive input from the other peers that can improve their skill in speaking especially english pronunciation. thus, they also can become critical when they speak and when they gave correction for the other works‟. by using peer-review technique, the students can learn to give and receive suggestions from each other peers, and also improve their english pronunciation after exchanging their work by one to each other with their classmates and gets feedbacks. regarding the findings, it reveals that the use of peer review technique was helpful in teaching learning process in speaking. through peer review technique the students can improve their skill in speaking, especially in overcoming phonological errors in performing english pronunciation, and also developed their critical thinking. in spite of wu (2006, p. 127) indicated that by using peer review, it helps students develop critical thinking skills needed to analyze and revise their works and also brings active learner participation and a genuine sense of audience in the classroom. after discussing the findings, this study continues to answer the research questions addresed in the preceding point. the first, second and last research questions are as follow: 13 research question 1: how does the lecturer use peer review technique in overcoming phonological errors in performing english pronunciation? based on the findings, it reveals that the lecturer who was observed using peer review technique in speaking class particularly in overcoming phonological errors in performing english pronunciation consisted of several steps. firstly, the lecturer classified the students into several groups before applying the peer review technique. each group consisted of two until three students. secondly, the lecturer gave explanation about the materials. thirdly, the lecturer involved the students in individual. fourthly, the lecturer asked the students into small group again and each group consisted two until three students for discuss the worksheet and perform it in front of the class. fifthly, the lecturer gave peer review form to each group as well. then, the students have to give comment and corrections for the other‟s work in the form and they also develop their suggestions to the other‟s work in front of the class. the last, the lecturer also gave suggestions to the students. through peer review technique the students can improve their skill in speaking and also developed their critical thinking especially in english pronunciation. research question 2: what are the students’ perceptions toward the use of peer review technique in overcoming phonological errors in performing english pronunciation? regarding the findings, it infers that most of the students felt enjoy and satisfied in learning speaking especially in overcoming phonological errors in performing english pronunciation through peer review technique. through peer review process, the students pinpointed content and organization as the main areas that peer reviews improved. in particular, they emphasized that peer reviews lead them to consider differents ideas about their topics and helped them to develop and clarify these ideas. these comments suggest that peer review can make students more aware of the needs and expectations of their audience (mangelsdorf, 1992, p. 278). they assumed that peer review is one of effective technique to improve their speaking especially in overcoming phonological errors in performing english pronunciation. it shown by the statements in questionnaire of numbers 8, 9, 10, 11 and 12 about students‟ perceptions in overcoming phonological errors in performing english pronunciation, most of the students were answers 12,5% in “strongly agree”, 42,5% in “agree”, 41,25% in “neutral”, 3,75% in “disagree” and 0% in “strongly disagree”. they solved their problem by sharing with the other and they revised their speaking especially in overcoming phonological errors in performing english 14 pronunciation to be better based on their peer‟s correction. in addition, peer review technique increased their motivation and confidence to improve their own speaking particularly english pronunciation to be better. research question 3: what are the benefits of peer review technique in overcoming phonological errors in performing english pronunciation? regarding the findings, it infers that the lecturer and students alike benefit from the peer review technique. it can support the teaching learning process in teaching speaking, particularly in overcoming phonological errors in performing english pronunciation. the students learn to be critical in correcting the peer‟s work and also made the students to improve their critical thinking in their own speaking or others‟ speaking from the results of peers‟ correction which they emphasized that peer reviews lad them to consider differents ideas about their topics and helped them to develop and clarify the ideas (mangelsdorf, 1992, p. 278). therefore, through peer review technique students can improve their speaking especially in overcoming phonological errors in performing english pronunciation and students became active in learning process. conclusions based on the findings, the finding of first research question can be generally concluded that the lecturer used peer review technique consisting of several steps, they are the lecturer used peer review technique to the students individually and small groups and discuss the worksheet to perform it in front of the class. after that, the lecturer gave peer review form to each group as well and the students gave comment, corrections and suggestions to the other‟s work in front of the class. besides, the lecturer also gave suggestions to the students. meanwhile, the finding of second research question can be concluded that most of the students agree that peer review is an effective technique to improve their speaking particularly in overcoming phonological errors in performing english pronunciation. it is shown by the students‟ responses of questionnaire numbers 8, 9, 10, 11 and 12 about students‟ perceptions in overcoming phonological errors in performing english pronunciation, the students were answers 12.5% in “strongly agree”, 42.5% in “agree”, 41.25% in “neutral”, 3.75% in “disagree” and 0% in “strongly disagree”. through peer review technique, the students could revise their speaking particularly english pronunciation based on their peers correction and suggestions. 15 in addition, the finding of the last research question can be concluded that the benefits of using peer review technique, the lecturer agreed that peer review technique activate the students when they were learning speaking particularly english pronunciation. in addition, the students were able to share their opinions and ideas with other peers particularly in overcoming phonological errors in performing english pronunciation. this study suggests to the next researchers who are concerned with such a kind of study, the writers are recommend that hopefully in the future, other researchers are more experts in generalizing 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(eds.). proceedings of the 18 th international conference on computers in education. putrajaya, malaysia: asiapacific society for computers in education. ournal of english department of galuh university/vol. 00 no. 00: 1-14 https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 received accepted published december 2019 january 2020 february 2020 the use of flipped classroom model in reading comprehension rizal fahmi reyzalmysterio1@gmail.com universitas galuh ciamis, indonesia lilies youlia friatin lilies.youlia@yahoo.com universitas galuh ciamis, indonesia leni irianti bulen.lenie@gmail.com universitas galuh ciamis, indonesia abstract this study presents the use of the flipped classroom model in reading comprehension. this study is aimed to investigate the teacher’s way of implementing flipped classroom in teaching reading narrative text and reveal students’ perception toward the teaching model. a qualitative case study was applied as the research design of this study. the subject of this study was chosen purposively, consisting of twenty-three students from the tenth grade (x ak-1) and one english teacher in one of the vocational high schools in cilacap, indonesia. the writers applied the triangulation technique as where the data were analyzed through multiple resources to get more reliable data. the result of the study was showed that the teacher implemented four main stages in teaching reading narrative text using the flipped classroom model. meanwhile, regarding the students’ perception, students perceived all the stages and activities in the flipped classroom model positively. the students viewed that flipped classroom as a fun learning model, which helped them became a more active learners, and help them overcome their shortcomings. finally, other researchers are suggested to explore deeply into the implementation of the model that targets other topics and skills, apply other framework suggested by other experts, and explore the students’ perception using an open questionnaire to reveal the reason underlying the perception. keywords: flipped classroom, teaching reading, narrative text introduction learning english as a foreign language in a school context raises reading to become the skill that is critically important to students. reading is a necessity for students if they want to expand their knowledge. through reading, students grasp useful information. the information that the students have read simply broaden their knowledge. thus, it is really helpful for the students to build their background knowledge in order to get ready in the classroom learning process. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 78 in comprehending the message of a text, the goal of the reading is as a communicative process between a writer and a reader. but sometimes the communicative process is not always successful since it is affected by various factors attached in the reader as (westwood, 2001) stated that readers understanding is influenced by a broad range of factors, including his or her motivation, interest, vocabulary, general knowledge, knowledge of particular subject, word identification skills, reasoning ability, and the use of effective strategies. thus, the teacher needs to carefully consider those influential factors in the teaching and learning process in order to achieve the goal of the communication process and eventually maximize students’ comprehension of the text. there are many obstacles faced in learning reading at school. generally, the problem in teaching reading in the school is about the teaching and learning process (westwood, 2001), cited in (oktarina & fitriawati, 2018). mostly, the teaching and learning process is still less interesting to the students and tend to be teacher-centered. students usually face difficulties and are less interested in learning because it integrates very few media and does not apply modern technology. the idea of the students’ motivation and difficulties which is linked with the need of utilizing technology is supported by (wang & liao, 2017), they argued that when students encounter learning difficulties, they may need to seek help through learning technologies, such as smartphones, computers, learning websites, etc. meanwhile, the teacher-centered classroom can limit the time for the students to conduct in-classroom practice because it takes time for the teacher to conduct the lecturing session. therefore, the teacher needs to implement a strategy to address those problems in order to help the students get effective and fun learning while giving them more freedom to conduct various practices. a flipped learning approach, a newly emerged teaching model, has the potential to address the constraints of efl classroom contexts (lee & wallace, 2018). it allows more time for students to learn inside and outside the classroom because of the inverted learning process with the utilization of technology (bergmann & sams, 2012). in a flipped classroom, lectures are removed, and the removed content is often delivered to students through pre-class input materials such as video recordings, e-books, presentation slides, and etcetera. students can study various types of materials (e.g., readings from a textbook and worksheets developed by their teacher) on their own outside of class time and grasp the meaning of the content. meanwhile, in the classroom session, students work together in jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 79 a group guided by the teacher to discuss the pre-class materials and conduct the practice subsequently (milman, 2012). the students will also benefit from the peer activities as (dallimore, hertensein, & platt, 2010) stated that the group work constructs learner knowledge by creating interaction and participation. in indonesia, the flipped classroom model is considered a recent teaching model that takes advantage of the use of technology (afrilyasanti, cahyono, & astuti, 2017). therefore it is important to identify how students feel about and perceive a recent teaching model used because students’ own judgments on what they were experiencing enable them to recognize the ease of use and the benefits of it. as a result, there will be a change in their attitudes, which will affect their willingness to study using the model and maximize the outcome of the study. the writer found some previous studies about the flipped classroom. the first, a study conducted by (basal, 2015) entitled “the implementation of flipped classroom in foreign language teaching”. this study aimed to gain insights into the perceptions of prospective english language teachers at a state university in turkey on flipped classrooms. the second, a study conducted by (nouri, 2016) entitled “the flipped classroom: for active, effective, and increased learning – especially for low achiever”. this study examined students’ perceptions of flipped classroom education in a last year university course. and the last previous study was conducted by (afrilyasanti, cahyono, & astuti, 2017) entitled “indonesian efl students’ perceptions on the implementation of flipped classroom model”. this study examined students’ perceptions of the implementation of the flipped classroom model in the writing classroom. unlike those previous studies that focused only on exploring perceptions toward the flipped classroom model in university level (basal, 2015); (nouri, 2016) and targeted writing skill (afrilyasanti, cahyono, & astuti, 2017), the present study also explored the teacher’s way in implementing the flipped classroom model, especially in teaching reading narrative text to the tenth-grade students of a vocational high school in cilacap. in relation to the background of the study, the research problem was formulated in the following questions: a. how does the teacher implement a flipped classroom in teaching reading a narrative text? b. how do the students perceive the teaching model? jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 80 reading comprehension there are many definitions of reading. anderson n. (1999) states that reading is an active, fluent process that involves the reader and the reading material in building meaning which involves synergy between the words on the printed page with the reader’s background knowledge and experiences. it means reading is not merely the process of spelling the words or the sentences but also requiring interpretation to grasp the meaning from the printed text. reading as the process of receiving and interpreting information encoded in language form via the medium of print (siregar, n., et.al., 2019). in addition, (spratt, pulverness, & williams, 2005) define reading as a process of responding to, making sense a text being read and connecting it with readers’ prior knowledge. prior knowledge helps the reader to understand and memorize new knowledge. therefore, it can be said that reading is a communicative process between writer and reader in which the reader attempt to acquire the information in the text by understanding, interpreting, and connecting to the reader’s prior knowledge. as reading is a communicative process between a writer and a reader, the central focus of teaching-learning in reading is comprehension. it is described as a complex intellectual process involving a number of abilities (rubin, 2000). in addition, he stated that in the process of comprehension, readers must use information already acquired to filter, interpret, organize, reflect upon and establish a relationship with the new information on the page. in order to understand a text, a reader must be able to identify words, know the meaning of most of the words and be able to combine units of meaning into a coherent message. moreover, comprehension is a process that involves thinking, past experience, and knowledge (prado & plourde, 2005). thus, it requires the reader to know and understand what they are reading and have the ability to relate the textual material to their prior knowledge. in conclusion, reading comprehension is a brain process involving several components in which those components interact with one another to grasp the meaning from the text. those components are mainly from the reader, the text and the activity. those aspects should interact well with each other so that the readers will not face difficulties in acquiring the message from the writer. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 81 brown, (2001) stated that there are three types of reading process. those types are bottom-up, top-down, and interactive. gregory, (2008) stated that in bottom-up, the readers recognize from the small unit to the largest one. the readers start to process the word as the basis of understanding the larger part. the recognizing process starts from the word as the small unit of meaning to the largest one; those are the knowledge of the world and the knowledge of language structure. gregory, (2008) also explains that the top-down process is the inverse of the bottom-up process. in the top-down process, the readers proceed from the general to the particular. the readers use their prior knowledge of the world and knowledge of the language structure to recognize individual words. harrison, (2004) stated that the interactive process is a mixture of both bottom-up and top-down processes. in this process, the readers mostly follow the bottom-up process in which the readers recognize the word sound first to be the basis of understanding the larger part, but the input from the top-down process will be used if it is necessary. naturally, readers conduct the interactive process in reading since it takes advantage of both processes of understanding from small to the largest unit of meaning and also the readers’ prior knowledge. flipped classroom the flipped classroom is known by various names including the inverted classroom, and more simply, the flip. the story of how it emerges varies, but most of the academicians give the credit to (bergmann & sams, 2012) both are high school chemistry teachers from colorado, who began using recorded lectures in 2007. the flip emerged and evolved out of a history of experimentation with the concept of hybrid, blended learning, using active learning techniques and new technologies to engage students’ learning both inside and outside the class. the core of the flipped classroom is inverting the session of the learning process. it is in line with (bergmann & sams, 2012), p.13), he explained that a flipped classroom is a setting where the sequence of learning which is traditionally done in class is now done at home, and that which is traditionally done as homework is now completed in class. the lecture format has varied and evolved from the use of media such as slides, audio, podcasts, or narrated presentations, to videocasts that may also incorporate animations, screen captures, and other multimedia content. khan academy, coursera, ted jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 82 talks, and even youtube are online resources associated with the flipped classroom, providing access to recorded lectures, instructional videos, and sometimes other interactive elements for teaching and learning. in many cases instructors implement the flip depend on these resources to provide the lecture content (bull, ferster, & kjellstrom, 2012). sourcing of content from outside may be helpful for those who lack presentation skills, extensive subject knowledge or need an outside perspective to enrich their course. in utilizing the flipped classroom model, the teacher is required to manage the student in and out of the classroom since students are required to attend not only for inclass activities but they also conduct their online self-learning. by combining the two classes, at home, the students can learn by themselves, and at school, they can be assisted by their teacher and can collaborate with their peers. it is in line with (bishop & verleger, 2013), he explained that the flipped classroom model as an educational technique consisting of two main parts as follows: 1. direct computer-based individual instruction outside the classroom the direct computer-based individual instruction outside the classroom, or usually referred to as pre-classroom or outside classroom session in a flipped teaching strategy covers two main stages as follow: a. preparing the online material the online materials are given prior to the classroom teaching and learning session. the teacher is required to prepare the appropriate materials and instruction based on the learning objectives and presents it interesting so that it attracts and motivates the students to learn. b. sharing the material after preparing the materials, the teacher is required to share it with the students. the online materials can be shared by using social application platforms such as whatsapp and facebook, especially using the group feature available in the respective platform or by using a learning management system which is specifically designed for educational purposes such as schoology, slack, edmodo, etc. the students can access the shared materials through their computer or smartphone. furthermore, to make sure that students have watched the videos or completed the reading at home, students are required to respond to reading questions or quizzes before joining the classroom session to report their learning progress (houston, michele, & lin, 2012). therefore the teacher is required to jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 83 consider the time in sharing the online materials so that the students will have adequate time to learn the online materials and answers the questions or the quiz. 2. interactive group learning activities inside the classroom the interactive group learning activities inside the classroom, or usually referred to as in-classroom session in flipped learning strategy covers two main stages as follow: a. reviewing the online materials reviewing the pre-classroom material can be done by conducting a question and answer section or giving feedback toward students’ pre-classroom tasks and students’ notes that are already submitted in prior to the in-classroom session. b. guiding and monitoring the collaborative work during the inside classroom session, the students are required to collaboratively work in groups consisting of 4 to 6 students with heterogeneous members and conducting the practices by taking advantage of teacher guidance and peer learning in the respective group (dallimore, hertensein, & platt, 2010). the advantages of flipped classroom many instructors and researchers have discussed the benefits of flipped learning. for instance, (bergmann & sams, 2012)), who have promoted the flipped learning approach, stated that the approach transcends physical constraints (e.g., time, space) and allows students to study class materials anytime and anyplace as long as an internet connection is available. (bergmann & sams, 2012) also emphasized that “the flipped classroom is offering students an individualized education”. the flipped method could increase students’ high-order thinking skills (e.g., application, analysis, synthesis, evaluation), as opposed to their lower-order thinking skills (e.g., knowledge, comprehension), as identified by (anderson, kratkwohl, & bloom , 2001). after having applied the flipped model to the integrated humanities subject in a hong kong secondary class, (kong, 2014) found that the new approach helped students increase their literacy competency and critical thinking skills. the disadvantages of flipped classroom the flipped classroom is an easy model to get wrong. although the idea is straightforward, an effective flip requires careful preparation since the recording and or writing lecture content requires effort and time. it is in line with (hamdan , mcknight, & arfstrom, 2013) they argue that the challenge of flipped learning related to teachers is the jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 84 time invested in recording videos. in preparing the lecture materials, the teacher needs to consider the integration of the out-of-class and in-class elements so that the students have clear insight regarding the flow of the model and be motivated to prepare for the class. a case study conducted by (ramirez, hinojosa, & rodriguez , 2015) reported that there are some disadvantages mentioned by the students. the disadvantages were mainly regarding the technical problems related to the utilization of technology, in reference to slow internet connection, software and electronic device issues, the electricity, the audiovisual content, and quality, etc. other students’ negative perceptions were about the lack of guidance, instant feedback, and further conceptual explanation in the in-classroom session with the teacher. narrative text a narrative text is a text which tells a story to amuse the readers (anderson n. , 1999). the narrative text is imagination or a complicated event that directs to a crisis that finds a solution at the last (gerot & wignell, 1994). according to (bach, berth, & gordon, 1988), the narrative is a continuous account of an event or a series of events. based on the explanation above, it can be concluded that narrative text is a text containing a story of chronological events that is presented interestingly to amuse the reader or listeners. therefore, the purpose or social function of narrative texts is to entertain and to inform the reader or listener. method in this study, the writers used a qualitative case study design. the study was carried out in one of the vocational high schools in cilacap, indonesia. the sample was chosen purposively, consisting of an english teacher and 23 tenth grade students from the class of x ak-1. the writers administered three instruments in the form of the observation, the interview, and the questionnaire. the observation included classroom observation as well as online observation. the online observation was conducted by joining and observing the teacher and students’ activities in the whatsapp group of the class. in analyzing the data, coding and transcribing were used especially to analyze the observation and interview data, whereas percentage computation as suggested by (hatch & lazaraton, 1991) was used to analyze the data from the questionnaire. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 85 findings and discussion the classroom observation was conducted to investigate the teacher’s way of implementing the flipped classroom model in teaching reading narrative text. the classroom observation was conducted two times. it was conducted on april 20 th and april 27 th , 2019. the interview session was conducted after the interview, which was on april 27th. in conducting the observation, the writer involved as a non-participant observer, in which the writer only watched and recorded the teaching and learning process without intervening in the process. in addition, the writer also elaborated on the data from the interview and observation in order to support and validate the analysis of the data. the data analysis concerning the implementation of the flipped classroom in teaching reading narrative text will be described based on the core concept of flipped classroom by (bishop & verleger, 2013) proposing that flipped classroom consist of two main parts namely pre-classroom (or outside classroom) session that consists of two main stages: preparing the material and sharing the material, and the in-classroom session which also consist of two stages: reviewing the online material as well as guiding & monitoring the collaborative work. pre-classroom session preparing the material in preparing the material for the pre-classroom session, the teacher dealt with preparing the video, designing the powerpoint material, and reading questions. the teacher used one video for every meeting session, and she chose videos that are less than 10 minutes and contains animation in order to attract the students and not to make them feel bored. but she also admitted that she used the videos that are available on the internet because she didn’t have time to make her own video yet. in this case, she used videos from youtube, the video that she used in the first meeting was a narrative video about the rabbit and the turtle, and for the second meeting, she used a narrative video about malin kundang. unlike the video, she made her own slide presentation material that contained the explanation about narrative text and also the reading questions or the reading task in accordance with the need for her students and the learning objectives. sharing the material the subsequent activity that the teacher did after preparing the material was sharing it with the students. the teacher shared the material through whatsapp group that they jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 86 have created specifically for the english class. she shared the materials 3 days before the meeting. she also instructed the students to finish and submit the reading task and the students’ notes before the in-classroom session. moreover, the students were required to take notes about what they don’t really understand the already shared materials. in-classroom session reviewing the online material for the in-classroom session, the first stage that the teacher did was reviewing the online materials. initially, the teacher checked the students in case some of them did not learn the material or submit the task. then, the teacher reviewed the materials based on the previously submitted tasks, which were the reading questions and the students’ notes as in the notes, students wrote the things they didn’t yet understand. the data from the first classroom observation conducted on 20 th april revealed that the teacher checked the student’s pre-classroom session task, and found out that there was a student who didn’t submit the task. as the teacher asked her the reason, she then knew that the student did not do the task because she did not have the internet quota to access the online materials. then she reminded her to ask her friends next time if she didn’t have the internet quota since she has shared the materials 3 days prior to the in-classroom session. after checking, then the teacher reviewed the online material with the students using a projector, she reviewed the reading questions, the students’ note, and also the characters, plot, the language features used in the video. guiding and monitoring the collaborative work the subsequent stage the teacher did after reviewing the material was guiding and monitoring the collaborative work. since the total numbers of students in the class were 23, the teacher divided them into 6 groups. thus, there were 5 groups consisting of 4 students, and 1 group consisting of 3 students. they were instructed to collaboratively work on reading comprehension practice. she also explained that the reading questions that they had to work on collaboratively in the class were different from the reading questions that they had done individually prior to the classroom session. she added that in the pre-classroom session, the answer to the reading task can be found explicitly in the text, whereas the reading questions in the classroom session were implicit and demanded deeper comprehension of the text. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 87 therefore the students need to discuss actively in the group. the writer also revealed that the teacher chose the leaders of the groups purposely. after working collaboratively in a group, the students were instructed to present their work in front of the class. in addition, the teacher also explained that she also went around the class in order to monitor students’ group activities and provided them support either regarding the technical procedure of the learning or the materials. on the second classroom observation, the writer also revealed that the teacher monitored the group six and then the student asked the meaning of a sentence in the text in which it was a sentence written in present perfect tense, then the teacher explained the grammatical pattern as well as the meaning of the sentence to the student. teacher’s activity of explaining the grammatical pattern and word meanings promoted the bottom-up processing as suggested by (gregory, 2008) student’s perceptions toward the teaching model the close-ended questionnaire was used by the writer to find out students’ perceptions toward the teaching model. it contained 10 items of closing statement and the students responded to each item. the questionnaire data were obtained from 23 students on the 27 th april, 2019, after they conducted the learning process of reading narrative text using the flipped classroom model. the data from the questionnaire was analyzed by using the percentage computation as suggested by (hatch & lazaraton, 1991) the questionnaire data is presented in table 1. table 1. the questionnaire’s results no question answers (%) yes no 1. the use of technology-based media motivates me in the learning 91.3 8.7 2. the online material used by the teacher influence my comprehension in the learning process 95.6 4.4 3. the online material provided outside or prior to the classroom session prepares me for the in-classroom activities. 86.9 13.1 4. the teacher’s review of the online material helps me understand and clarify my misunderstanding. 95.6 4.45 5. i prefer working in a group with the help of the teacher’s guidance 86.9 13.1 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 88 6. i am assisted by the teacher’s role during guiding group activities in the class 82.6 17.4 7. i am assisted by the discussion activities with the group mates in the class 91.3 8.7 8. flipped classroom model makes me more active in the learning 95.6 4.4 9. flipped classroom model help me overcome my difficulties 86.9 13.1 10. i consider flipped classroom as a fun learning model 91.3 8.7 from the table 1, it could be described that the large majority of students gave positive perceptions toward the teaching model. the students agreed that in flipped classroom, the benefits from the utilization of technology-based media (21 students or 91.3%), the online material (22 students or 95.6%), the pre-classroom session (20 students or 86.9%), teacher’s review activity (22 students or 95.6), teacher’s role in guiding group activities (19 students or 82.6%), and peer discussion (21 students or 91.3%). besides, they positively perceived the group activities guided by the teacher (20 students or 86.9%). furthermore, the students agreed that flipped classroom model made them more proactive in the learning (22 students or 95.6%), help them overcome their difficulties (20 students or 86.9%), and lastly, they perceived that flipped classroom is a fun learning model (21 students or 91.3%). based on the result of the questionnaire, the writer concluded that the majority of the students viewed the flip classroom model positively. the percentages of positive responses for each questionnaire statement were higher than 80%, with the lowest percentage rate of 82.6%. in conclusion, the students generally valued that the flip classroom model as a helpful and fun learning model, for both in and outside the classroom session. in the preclassroom (outside classroom) session, the use of technology and online material helped them understand and get prepared for the in-classroom session, whereas in the classroom, teacher’s reviews toward the online material helped them better understand and clarify the misunderstandings toward the online material. the collaborative group activities in the class also helped their learning through the role of teacher guidance and peer feedback activities. the writers concluded that the teacher has completed all the main stages in implementing the teaching model suggested by (bishop & verleger, 2013). the first stage jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 89 for the pre-classroom session is preparing the online material. the use of the already available video from the internet as used by the teacher can be an easy alternative for the teacher who lacks lecturing and video editing skills (bergmann & sams, 2012). meanwhile, the use of short and animated video is also useful, since it attracted the students and did not make them feel bored. the second stage of the in-classroom session is sharing online material. this is the stage where the teacher sent the already prepared materials through the sharing application platform. the use of whatsapp as the media for the flipped classroom was a reasonable choice since the students were already familiar with it. in addition, the sharing ma terial activity should also be timed carefully so that the students have adequate time to learn the material and finish the pre-classroom session task since the students also have projects or homework from other teachers. the in-classroom session also covers two main stages, the first stage is reviewing the online material. this stage noticeably helped the students understand more about the pre-classroom material and clarify students misunderstanding toward the pre-classroom material and the task. therefore, this stage can help students use their prior knowledge from the pre-classroom learning session which lead them comprehending the reading material using top-down processing as suggested by (gregory, 2008) the last stage was guiding and monitoring collaborative work. thus, the students can take advantage of the teacher’s support and peer-learning as suggested by (dallimore, hertensein, & platt, 2010). the teacher’s explanation of the grammatical pattern and word meaning as in excerpt 4 promoted the bottom-up processing as suggested by (gregory, 2008). therefore, in teaching reading narrative text using the flip classroom model, the teacher utilized an interactive process, which combined the approach of bottom-up and top-down processing as suggested by (harrison, 2004) the second point to be discussed is students’ perception of the teaching model. based on the questionnaire data, the writer found out that the students perceive the flipped classroom model quite positively. their responses toward the entire ten statement items were dominated by positive responses with a percentage rate of more than 80%. the students generally viewed the flip classroom as a fun and beneficial learning model. they also agreed that the flipped learning provided advantages from the use of technology, the jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 90 online material, pre-classroom activities, review of online material, teacher’s guidance, the peer learning activities. in comparison with the previous studies, the result of this study supports the finding of the study conducted by (basal, 2015). this study aimed to gain insights into prospective english teachers at a state university in turkey on flipped classrooms. the subject of the study was different, but his study similarly concluded that flipped classroom was beneficial in terms of 4 categories: learning at one’s own pace outside the classroom, advance student preparation, overcoming the limitations of class time practices, and increasing the participation in the classroom. furthermore, the writer compared the present study and a study carried out by (nouri, 2016). this study examined students’ perceptions of flipped classroom education in a last year university course. despite the difference in the use of the subject of the study and the use of moodle instead of whatsapp as the media to deliver the pre-class learning materials, the results similarly revealed that a large majority of the students had a positive attitude towards the model. the result of this study also supports the previous study conducted by (afrilyasanti, cahyono, & astuti, 2017). this study examined students’ perceptions of the implementation of the flipped classroom model in the writing classroom. despite the targeted skill is different, the results of the study were similar. it showed that the students found the activities applied in the flipped classroom model helped them write better. similarly, the videos they watched as well as teacher and peer feedback in their writing process improved their writing ability. even though those previous studies similarly focused on exploring the perspective toward the model, the subject of the study and the targeted skill were different. in addition, none of them utilized a qualitative case study design and explored the way the teacher implement the flipped classroom model as the writer conducted in the present study. therefore, the result of this study does not merely support but also enriched all those previous studies by describing and exploring the teacher’s way of implementing a flipped classroom model in teaching reading narrative text and revealing the perception of the tenth-grade vocational high school students. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 91 conclusion the writers would like to put forward two conclusions. the first conclusion revealed that in teaching reading narrative text using the flipped classroom model, the teacher implemented four main stages of flipped classroom learning. during the pre-classroom session, the teacher prepared the online materials and shared the materials to the students by utilizing whatsapp as the media of the learning outside the classroom that bridged the pre-classroom and in-classroom session. assigning the students’ reading questions and taking students’ notes were also conducted in sharing the material stage. in the inclassroom session, the teacher reviewed the online materials that were already shared in prior to the classroom session by giving feedback based on the students’ tasks and notes, followed by guiding and monitoring the collaborative work while providing support to the students as needed. the second conclusion also revealed that the students perceived the flipped classroom model positively. the data from the questionnaire showed that the majority of students agreed that in the flipped classroom model, they benefited from the utilization of technology. besides, the pre-classroom activities made them more prepared for classroom activities. in addition, in-classroom activities provided them benefits from the review activity as well as the peer-learning activities. besides, it helped them became more active learners and overcome their difficulties. the students also viewed that flipped classroom as a fun learning model. further research on the flipped classroom model is recommended to explore more deeply toward the implementation of the flipped classroom model or to use other frameworks suggested by other experts. the students’ perceptions also need to be explored in-depth, which can be conducted by exploring their reason for choosing each statement item on the questionnaire. it is also recommended to conduct the study of the flipped classroom that targets other topics, skills, and education levels. references afrilyasanti, r., cahyono, b., & astuti, u. p. (2017). indonesian efl students' perception on the implementation of flipped classroom model . journal of language teaching and research, 8(3), 476. anderson, l. w., kratkwohl, d. r., & bloom , b. s. (2001). a taxonomy for learning, teaching, and assessing: a revision of bloom's taxonomy of educational objectives. boston, ma: allyn & bacon. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 92 anderson, n. (1999). exploring second language reading. boston, ma: heinle&heinle. bach, berth, c., & gordon, b. (1988). fiction for composition. usa: scott, foresman and company. basal, a. (2015). the implementation of a flipped classroom in foreign language teaching. turkish online journal of distance education, 16(4), 28-37. bergmann, j., & sams, a. (2012). flip your classroom: reach every student in every class every day. eugene or: international society for technology in education. bishop, j., & verleger, m. (2013). the flipped classroom: a survey of the research. atlanta: paper presented at the 120th asee annual conference and exposition. brown, h. d. (2001). teaching by principles an interactive approach to language pedagogy (2nd edition). new york: addison wesley longman inc. bull, g., ferster, b., & kjellstrom, w. (2012). inventing the flipped classroom. learning and leading with technology, 40(1), 10-11. dallimore, e. j., hertensein, j. h., & platt, m. b. (2010). class participation in accounting courses: factors that affect student comfort and learning. issues in accounting education, 25, 613-629. gerot, l., & wignell, p. (1994). making sense of functional grammar. australia: gerd stabler. gregory, e. (2008). learning to read in a new language: making sense of worda and worlds (2nd edition). london: sage publication ltd. hamdan, n., mcknight, k., & arfstrom, k. m. (2013). a review of flipped learning. new york: pearson. harrison, c. (2004). understanding reading development. london: sage publication ltd. hatch, e., & lazaraton, a. (1991). the research manual: design and statostics for applied linguistics. rowley, ma: newbury house. houston, michele, & lin, l. (2012). humanizing th classroom by flipping the homework versus lectire equation. proceedings of society for information technology and teacher education international conference. kong, s. (2014). developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: an experience of practicing flipped classroom strategy. computers and education, 78, 160-173. lee, g., & wallace, a. (2018). flipped learnng in the english as a foreign language classroom: outcomes and perceptions. tesol quarterly, 52(1), 62-84. milman, n. (2012). the flipped classroom strategy: what is it best be used? distance learning, 9, 85-87. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 93 nouri, j. (2016). the flipped classsroom: for active, effective, and increased learningespecially for low achievers. international journal of educational technology in higher education, 13(1), 1-10. oktarina, & fitriawati. (2018). the implementation of student teams achievements division (stad) in teaching reading comprehension in teaching discussion text for senior high school students. journal of english language teaching, 7(1), 286-290. prado, l., & plourde, l. (2005). increasing reading comprehension through the explicit teaching of reading strategies. reading improvement, 32-42. ramirez, d., hinojosa, c., & rodriguez , f. (2015). advantages and disadvantages of flipped classroom: stem students' perception. rubin, d. (2000). teaching elementary language arts: a balance approach (6td edition). boston: allyn & bacon. siregar, n., afriazi r., arasuli, a. (2019). the correlation between reading strategies and reading comprehension achievement of the sixth semester in english education study program of bengkulu university. jall (journal of applied linguistics and literacy), 3(2), 122-132. spratt, m., pulverness, a., & williams, m. (2005). the teaching knowledge test course. new york: cambridge university press. wang, y., & liao, h. (2017). learning performance enhancement using computerassissted language learning by collaborative learning groups. taichung: symetry, 9(141). 1-16. westwood, p. (2001). reading and learning difficulties: approaches to teaching and assessment. hongkong: acer press. appendix 1 teacher’s interview (semi-structured) 1. how do you define flipped classroom model? 2. what media did you use in teaching reading narrative text using flipped classroom model? 3. how did you implement flipped classroom model in teaching reading narrative text? follow-up questions: how did you prepare for the pre-classroom session? what did you do after preparing the materials? what did you do for the in-classroom session? what did you do after reviewing the online materials? adapted and modified from rodríguez (2017, p. 118) appendix 2 kuesioner siswa jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 94 jawablah pertanyaan-pertanyaan di bawah ini dengan memberi tanda centang [√] pada setiap kolom jawaban yang sesuai adapted and modified from (afrilyasanti, cahyono, & astuti, 2017). no pernyataan jawaban ya tidak 1 penggunaan media berbasis teknologi dalam model pembelajaran flipped classroom membuat saya lebih termotivasi untuk belajar 2 materi online yang digunakan oleh guru mempengaruhi pemahaman saya dalam proses belajar 3 pemberian materi secara online sebelum atau diluar pembelajaran kelas membuat saya lebih siap untuk mengikuti sesi pembelajaran di dalam kelas 4 ulasan guru di kelas terhadap materi dan tugas yang sudah diberikan secara online membantu saya memahami materi dan mengklarifikasi kesalahan pemahaman saya sebelumnya 5 saya lebih suka mengerjakan latihan secara kelompok dengan bimbingan dari guru 6 saya terbantu dengan bimbingan guru pada saat mengerjakan latihan secara kelompok di dalam kelas 7 saya terbantu dengan aktivitas diskusi bersama teman kelompok saat mengerjakan latihan di dalam kelas 8 model pembelajaran flipped classroom membantu saya lebih aktif dalam belajar. 9 model pembelajaran flipped classroom dapat mengatasi hambatan dan kesulitan belajar saya. 10 menurut saya flipped classroom adalah model pembelajaran yang menyenangkan. microsoft word 3892-13546-1-rv https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 received accepted published august 2020 september 2020 september 2020 “technology, entertainment, design (ted)” talk in teaching vocabulary feny rahmawati fenyrahmawati232@gmail.com english education program fkip galuh university iskhak said iskhakunigal@gmail.com english education program fkip galuh university misbahudin mizbach01@yahoo.co.id english education program fkip galuh university abstract this study deals with the investigation of an analysis of teaching vocabulary by using technology, entertainment, design (ted) talk. the previous study conducted in university students, while the present study is a case study in one of senior high school in cilacap. this study was aimed at investigating teachers’ way and knowing students’ perception in teaching vocabulary by using ted talk. in conducting this study the writers used qualitative research in which case study was employed to collect the data from participants in this research, that were english teacher who taught vocabulary using ted talk and ten grade students of senior high school students’ perception. moreover, classroom observation, questionnaire, and interview were the instruments used by the writers in collecting the data. it could be concluded that most of the students are very interested in learning, it was very significant in relation to their learning interest, it was very helpful in mastering new vocabulary, it was strongly agree that it was given positive results for their learning achievement. keywords: ted talk, vocabulary introduction learning a language deals with learning the vocabulary. it is basic skill to communicate and also important for the acquisition process (krashen, 1981, p. 12). vocabulary mastery has significant role in achieving four language skills. before acquiring four language skills, it is important to understand the vocabulary. cameron (2001, p. 21) states that building up a useful jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 2 vocabulary is central to the learning a foreign language at primary level. it is clear, that vocabulary mastery is the vital in language acquisition. as a technology has been increasing, english teacher often taught vocabulary by using audio and video from digital resources such as youtube, ted talk, webtoon, and another resources. audio and video materials could promote learners’ listening comprehension and vocabulary mastery. in this study, the researcher used ted talk as an aplication in teaching vocabulary. according to floyed & jeschull (2012) that ted talks, web presentations freely available on the internet, allow these students to practice effective presentation skills, improve pronunciation in context, and expand their academic as well as general vocabulary. there are some previous studies which have been conducted by some researchers related to this topic of the study. the first study was conducted by elgort (2018). he focused on “teaching/develoing vocabulary using itcs and digital resources”. the second study was conducted by nurmukhamedov (2017). he focused on “lexical coverage of ted talks: implication for vocabulary instruction”. the third study was conducted by seonwoo et al (2018). they focused on “ted talk recommender using speech transcripts”. based on the previous study before, the researcher can conclude that the similarity of these previous studies is learners are know the most frequent 2,000 word families, to have a basic comprehension of ted talks. in addition, learners also know large numbers of proper nouns within given subject areas because they are frequently mentioned in ted talks presentations. the purposes of this study are to observe the way of english teacher teaches vocabulary by using ted talk and to find out students’ perception on using ted talk in teaching vocabulary. ted talk ted talks (https://www.ted.com) are freely available web-based conference presentations on a wide variety of professional and academic topics, delivered by experts who attempt to make these topics accessible for a general audience. they are relatively short (typically between four and twenty minutes) and thus generally manageable for classroom use in terms of length. it has been suggested (coxhead & walls, 2012) as cited in nguyen & boers (2018). jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 3 vocabulary it seems necessary to provide a clear definition of the term vocabulary. different definitions may be given for the term vocabulary regarding different viewpoints. however one can generally define vocabulary as the knowledge of words and word meanings. or someone else may define vocabulary as a list of words arranged in alphabetical order with their definitions. a word, in most linguistic analyses, is described as a set of properties, or features, each word is the combination of its meaning, register, association, collocation, grammatical behavior, written form (spelling), spoken form (pronunciation) and frequency. to master a word is not only to learn its meaning but also to learn seven other aspects. all these properties are called word knowledge (schmitt, 2000) as cited in alizadeh. although these definitions seem straightforward, vocabulary is more complex than these definitions suggest. words can come in oral form such as those used in listening and speaking or the can come in print form such as those words that we recognize and use in reading and writing. furthermore word knowledge also comes in two forms, receptive and productive. receptive vocabulary includes words that we recognize when we hear or see them. productive vocabulary includes words that we use when we speak or write. receptive vocabulary is typically larger than productive vocabulary, and may include many words to which we assign some meaning, even if we do not know their full definitions and connotations – or ever use them ourselves as we speak and write (kamil & hiebert, 2001). method relevant to the research purposes and research questions mentioned before, the researchers used qualitative study in conducting this research. fraenkel, wallen & hyun (2011) state that qualitative research concerns with process and tend to analyse and interpret of comprehensive visual data than number to know what their participants conduct. in this study, the researchers employed naturalistic qualitative research design, which mean that they did not manipulate the classroom activities. therefore, the researchers focused on the observation of the teacher activities during teaching vocabulary through ted talk by using video recorder, also students perception on ted talk used by the teacher in teaching jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 4 vocabulary. the researchers used three instruments in data collecting technique. they are observation, questionnaire, and interview. finding and discussion this section discussed about the findings of the study. the data analysis would be presented based on the data obtained from clasroom observation, questionnaire, and interview. the first step in collecting the data of this study was conducting classroom observation. the aim of this instrument is to observe the activities of teaching and learning vocabulary using ted talk. the observation was conducted on march 29 th , april 1 st , and 5 th 2019 at ten grade of ma pp darul qurro. the second step in collecting the data of this study was questionnaire. the questionnaire was given on april 12 th 2019. it was conducted together with the third instrument, it was teacher interview. here, the writers will discuss about the finding of the research questions. the first research questions is “how does the teacher teach vocabulary using ted talk?”. the writers observed the way of teacher teaches vocabulary by using ted talk from the beginning till the end of classroom activities. she often delivered the material used english rather than indonesian language. she used indonesian language to strenghtened students’ understanding in learning the materials. she also used media to make it easier in delivering the material and to make students more interesting in learning. munadi (2008, p.36-48) states that learning media have some functions; first, learning media as a learning resource. second, learning media as a semantic function; the media can help the students understand the material easily. third, learning media as a manipulative function; the media avoide the borders of space and time and the limitation of senses. fourth, learning media as a psychological function. fifth, learning media as a socio cultural function; the media avoid the constraints among students in a learning process. the teaching and learning process divided into three parts, pre activity, core activity, and closing activity. the first activity in the teaching and learning process was pre activity. this activity consist of opening, greeting, checking attendance, and reviewing previous material. in the first observation, the teacher opened the teaching and learning process. then, she greeted her students by saying “good morning all? how are you today?”, so the students answered by jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 5 saying “good morning, we are fine thank you”. in observing the first classroom activity, the teacher missed to check students attendance. not only checking attendance, but she also did not review previous study. she directly moved to the core activity. as same as the first observation, in the second observation the teacher opened the classroom activity. she greeted her students. after that, the students answer her question harmoniously. after greeting the students, she checked their attendance. she also asked about their previous lesson. she asked her students about some vocabularies they found and mention the meaning of each vocabulary randomly. students who was elected by the teacher, have to mention some vocabularies and its meaning that she still memorized from the previous lesson. in the third observation, the teacher also started the classroom activity by greeting the students as she did before. in this session, she did not check students attendance. she continued her activity by asking about their previous study. in this discussion, they discussed about the vocabulary they found. they also discussed about the content of the video they have learned. the second phase in the teaching and learning process was core activity. in the first observation, the teacher divided the students into three groups that consist of four students. so, she let her students watched and listened the video carefully, while they wrote some vocabularies they listened from the video in a group. after listening the video, the teacher let her students opened the dictionary they brought and discussed some vocabularies they found. so, she checked their new vocabulary group by group. sometimes, she also gave an example for some vocabularies that have difficult in meaning. it was purposed to help the students in understanding the vocabulary. in the second observation, the teacher divided the students into three groups that consist of four to five students each group. she gave a direction for them before watching the video. so, she let her students watched and listened the video carefully, while they wrote some vocabulary they listened from the video in a group. after listening the video, the teacher asked her students about the content of the video directly and let them explained what they heard. after that, they discussed some vocabularies they found. in the third observation, the teacher also divided the students into three groups that consist of four to five students each group. she did not gave a direction for them before watching the video, but she let her students watched and listened the video directly, while they jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 6 wrote some vocabulary they listened from the video in a group. after listening the video, the teacher let her students opened the dictionary they brought and discussed some vocabularies they found. she also asked her students about the content of the video directly and let them explained what they heard. after that, they discussed some vocabularies they found. sometimes, she let her students repeat her vocabulary after him. the third step in teaching and learning process is closing. there are a similarity between the first, second, and the third observation process. the teacher asked about students’ understanding, giving reinforcement, and finally she closed the classroom activity by saying hamdalah and salam. the second research question “how do the students perceive on ted talk used by the teacher in teaching vocabulary?”. in order to answer the question, the writers arranged questionnaire to the students. the questionnaire purposed to get the data on students’ perception on using ted talk in teaching vocabulary. frankel and wallen (2007, p 414) state that questionnaire is to measure tendencies and point rating scales to assess respondents’ attitudes, perceptions, opinion and beliefs for items of which are shown in the report. the questionnaire was given after the last session of teaching and learning process in the different day. it provides the information about students’ opinion toward the use of ted talk in teaching vocabulary which consist of eleven questions. the students were allowed to rate each items on a scale of option in each questions by crossing a, b, c, or d, based on their perception. to find out the result of the study, the writers analyzed and obtained data. in analyzing the data, the writers calculated the percentge of each response to each questionnaire item by using computation as suggested by hatch and lazaraton (1991, p. 136). the formula of the computation is: proportion = ������ � ������ � ����� x 100% from the first question, the writers found that four students answer a (ever), nobody of the students answer b (never), 10 students answer c (sometimes), and nobody of the students answer d (often). this table showed, 28.5% small parts of the students expressed jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 7 their opinion that they ever learned vocabulary by using ted talk. while 71.4% of the students express their opinion that sometimes they learned vocabulary by using ted talk. from the second question, the writers found that three students answer a (happy), three students answer b (very happy), eight students answer c (quite happy), and nobody of the students answer d (less happy). the result of this question was found that 21.4% students were happy when they learned vocabulary by using ted talk, 21.4% students were very happy when they learned vocabulary by using ted talk, and 57.1% categorized as half of the students quite happy when they learned vocabulary by using ted talk. so it can be justified that most of the students quite happy when they used ted talk in learning vocabulary. in this case, it can be assumed that ted talk is one of the suitable ways for students in learning vocabulary. from the third question, the writers found that one students answer a (effective), two students answer b (very effective), seven students answer c (quite effectve), and four students answer d (less effective). the result of this question was found that 7.1% categorized as a smallest number of students thought that learning vocabulary using ted talk was effective, 14.2% categorized as a small number of students thought that learning vocabulary using ted talk was very effective, 50% categorised as half of the students thought that learning vocabulary using ted talk was quite effective, and 28.5% categorized as almost half of the students thought that learning vocabulary using ted talk was less effective. in this case, it can be assumed that ted talk could be an effective media for students in learning vocabulary. at the forth question, there were two students answered a (interesting), eight students answered b (very interesting), four students answered c (quite interesting), and nobody of the students answered d (less interesting). based on the data, the writers found the result that 14.2% categorized as a small number of students interesting in learning vocabulary by using ted talk, 57.1% categorized as half of students very interesting in learning vocabulary by using ted talk, and 28.5% categorized as a small students quite interesting in learning vocabulary by using ted talk. based on such findings, it can be said that almost all of the students are very interested in using ted talk in learning vocabulary, or in relation to such finding above, they were an active students. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 8 based on the fifth question, there were two students answered a (significant), eight students answered b (very significant), four students answered c (quite significant), and nobody of the students answered d (less significant). from this result, it can be concluded that 14.2% students thought that using ted talk was significant in relation to their learning interest, 57.1% categorized as a half of students thought that using ted talk was very significant in relation to their learning interest, and 28.5% students were thought that using ted talk was quite signnificant in relation to their learning interest. in this case, it can be said that almost all of students claimed that it was very significant in using ted talk in relation to their learning interest. in other ways, ted talk could be a significant media in learning vocabulary in relation to students’ learning interest. based on the sixth question, there were two students answered a (significant), six students answered b (very significant), six students answered c (quite significant), and nobody of the students answered d (less significant). from this table, the writer found that 14.2% small parts of students express their opinion that using ted talk was significant in relation to their memory reinforcement in learning, 42.8% almost half of the students express their opinion that using ted talk was very significant in relation to their memory reinforcement in learning, while 42.8% almost half of other students express their opinion that using ted talk was quite significant in relation to their memory reinforcement in learning. based on such findings, it can be said that ted talk could be a quite and very significant media in relation to their memory reinforcement in learning vocabulary. from the seventh question, there were three students answered a (significant), six students answered b (very significant), four students answered c (quite significant), and one student answered d (less significant). based on the data, the writer found that 21.4% students expressed their opinion that using ted talk was significant in relation to their insight about the learning material, 42.8% almost half of the students expressed their opinion that using ted talk was very significant in relation to their insight about the learning material, 28.5% students expressed their opinion that using ted talk was quite significant in relation to their insight about the learning material, meanwhile, there was 7.1% categoriz eed as a small number of students expressed their opinion that using ted talk was less significant in jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 9 relation to their insight about the learning material. the data can be concluded that using ted talk was very significant in relation to students’ insight about learning vocabulary. from the eighth question, there were two students answered a (helpful), seven students answered b (very helpful), five students answered c (quite helpful), and only one student answered d (less helpful). it can be found that 14.2%, small part of students thought that using ted talk was helpful in finding new vocabulary, 50% categorized as a half of the students thought that using ted talk was very helpful in finding new vocabulary, and 35.7% small part of the students thought that using ted talk was quite helpful in finding new vocabulary. in this case, it can be concluded that almost half of all the students agree that using ted talk was very helpful in finding new vocabularies at the ninth question, there were only one student answered a (helpful), eight students answered b (very helpful), five students answered c (quite helpful), and nobody of the students answered d (less helpful). the writer found 7.1% categorized as a small part of the students thought that using ted talk was helpful in mastering new vocabulary, 57.1% categorized as a half students thought that using ted talk was very helpful in mastering new vocabulary, and 35.7% almost half students thought that using ted talk was quite helpful in mastering new vocabulary. at the tenth question, there were eight students answered a (agree), one student answered b (strongly agree), five students answered c (quite agree), and nobody of the students answered d (disagree). based on the data, the writer can found that 57.1%, categorized as half of the students agree that using ted talk can facilitate their memory in learning vocabulary, meanwhile, 7.1%, small parts of the students strongly agree that using ted talk can facilitate their memory in learning vocabulary, and 35.7%, almost half of the students quite agree that using ted talk can facilitate their memory in learning vocabulary. based on the tenth question, there was three students answered a (agree), eight students answered b (strongly agree), three students answered c (quite agree), and nobody of the students answered d (disagree). from this data, the writer can found that 21.4%, small part of the students agreed that teaching vocabulary through ted talk gives positive results for their learning achievement, 57.1%, half of students strongly agree that teaching vocabulary through ted talk gives positive results for their learning achievement, and 21.4%, small part jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 10 of students quite agree that teaching vocabulary through ted talk gives positive results for their learning achievement. in this case, it can be concluded that almost all students strongly agree that teaching vocabulary through ted talk gives positive results for their learning achievement. conclusion in responding the first research question, it could be concluded that firstly, teacher divided the students in some groups and informed about the topic of the video they will learn. after that, she let her students watched and comprehend the video while they wrote the vocabulary they found. after watching the video, the teacher asked about the content of the video each group briefly. so, she together with her students discussed about the vocabulary they found in a group. sometimes, she did a repeatation for each vocabulary and corrected students’ pronuntiation. in responding the second research question, it could be concluded that most of the students are very interested in learning. it can be seen from the data of questionnaire items that most of the students are very interested in learning vocabulary by using ted talk. they also thought that learning vocabulary by using ted talk was very significant in relation to their learning interest. furthermore, they claimed that using ted talk 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(2001). the teaching and learning of vocabulary: perspectives and persistent issues. mahwah, nj: erlbaum. krashen, (1981). second language acquisition and second language learning. studies in second language acquisition, 5-1-1982. retrieved from https://www.cambridge.org/core/journals/studies-in-second-language-acquisition-andsecond-language-learning-stephen-d-krashen-oxford-pergamon-press1981-pp151/a5d80cb54c752d56f02df771a6a94a2b. nguyen & boers., (2018). the effect of content retelling on vocabulary uptake from a new talk. tesol quarterly. nurmukhamedov, u., (2017). lexical coverage of ted talks: implications for vocabulary instruction. tesol journal 2017;8(4) 768-790. seonwoo, y., at all., (2018). ted talk recommender using speech transcripts. ieee/acm international conference on advances in social networks analysis and mining (asonam), 2018. microsoft word suci jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 96 received accepted published august 2020 september 2020 september 2020 the implementation of peer assisted learning strategy (pals) in teaching reading comprehension suci fitriani fitrianisuci2015@gmail.com english education program fkip galuh university wawan tarwana wtarwana@gmail.com english education program fkip galuh university abstract this article is aimed at finding out the effectiveness on implementing peer assisted learning strategy (pals) in teaching reading comprehension and investigating the students’ perceptions on implementing this method. this study used mixed method study which employed quantitative and qualitative research design. quantitative data were analyzed by using pre-test and post-test, the qualitative data was analyzed by using close ended questionnaire. the population of this study were the students of tenth grade in one of senior high school in ciamis and the researcher selected a particular class, which was sciences for a total 38 students as the sample. based on statistical result, after implementing pals in teaching reading comprehension of recount text, the significant improvement of reading comprehension showed from result of pre-test and post-test. in the pre-test the average score of students was 71.84, and in the post test the average score of students was 87.37. thus, the use of peer assisted learning strategy (pals) is effective in teaching reading comprehension of recount text. in addition, from the analysis of close ended questionnaire, the students was gave a positive responses towards pals in teaching reading comprehension of recount text. in conclusion, the student‘s reading comprehension was effective and the students were able to comprehend the text through pals. based on these finding, it is recommended for english teachers to implementing pals to improve students’ reading comprehension. keywords: peer assisted learning strategy, reading comprehension, recount text introduction reading is one of language skills that have to be mastered by students. according to harmer (2007, p. 99) reading is useful for language acquisitions. provided that students more or less understand what they read, the more they read, the better they get at it. it means that, with reading the readers can express their opinion about the content of the text, based on their background knowledge and experience. moreover, ahmadi & hairul, 2012) said that reading jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 97 also can build reader‘s critical thinking toward an a context of a text. one of the important factors in efl/esl in learning process that should be emphasized in different level of education is comprehension in reading a text, for example that an area of concern and indeed one of the top priorities of efl/esl students after completing elementary english courses is reading comprehension then, there are several factors that most of students get difficulties in comprehending reading texts : (1) vocabulary is the main factors which affect reading comprehension, (2) reading also is not students’ interesting activity, (3) the teaching and learning process that they get in the class could not help them to comprehend reading text well even the teacher had tried to apply some strategies, (4) the students’ lack of strategy in reading also the factor that influenced students’ reading comprehension. mostly, the teaching and learning process is still less interesting to the students and tend to be teacher-centered. students usually face difficulties and are less interested in learning because it integrates very few media and does not apply modern technology. the idea of the students’ motivation and difficulties which is linked with the need of utilizing technology is supported by (wang & liao, 2017 cited in rizal, lilies and leni, 2020) the present study was conducted to find out the effectiveness of implementing pals in teaching reading comprehension and investigated the students’ perception on implementing pals in teaching reading comprehension. two research questions are formulated. they are (1) is the implementation peer assisted learning strategy (pals) effective in teaching reading comprehension? (2) what are students’ perception on the implementation of peer assisted learning strategy (pals) in teaching reading comprehension? comprehension in reading according to duke (2003) is a process in which readers make meaning by interacting with text through the combination of prior knowledge and previous experience, information in the text, and the views of readers related to the text. topping, (2009, p. 2) stated that peer assisted learning strategies (pals) is a scheme that fosters cross-year support between students on the same course. pals encourage students to support each other and to learn co-operatively under the guidance of students from the year above. people (students), who are not professional teachers, help and support the learning process of others, in an interactive, purposeful and systematic way. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 98 the purposes of the pals activities are to increase strategic reading behavior, reading fluecy, and comprehension. the strategy included in these activities are cumulatively reviewing information read, sequening information, summarizing paragraph and pages, stating main ideas in as few words as possible, and predicting and checking outcomes. to students, peer-assisted learning strategies is more effective rather than work individually, especially to improving reading skills. both the two students can be active to share their own comprehension or ideas from reading texts. although they work together in order to comprehend the texts, actually there is feeling to compete between them. they compete whose idea would be better. peer assisted learning strategy (pals) is activities that include partner reading with retell, paragraph shrinking, and prediction relay. teachers use a set of brief scripted lessons to train all students. there are some theories in relation with this study. the first is reading comprehension. according to ahmadi and hairul (2012), one of the important factors in efl/esl in learning process that should be emphasized in different level of education is comprehension in reading a text, for example that an area of concern and indeed one of the top priorities of efl/esl students after completing elementary english courses is reading comprehension. therefore, the comprehension in reading a text is the process in which readers make meaning by interacting with text through the combination of prior knowledge and also previous experience, information in the text, and the views of readers related to the text (duke, 2003). it is mean with reading the readers can express their opinion about the content of the text, based on their knowledge and experience. furthermore, reading comprehension needs a successful expansion and arrangement of a lot of lower and higher level processes and skills (keenan, betjemann, & olson, 2008). there are two fundamental components of reading comprehension process (grabe, fredricka, & stoller, 2002) they were : (1) lower level processes is the most basic requirement for fluent reading comprehension is rapid and automatic word recognition or lexical access. besides the word recognition, a fluent reader is able to take in and store word together so that basic grammatical information can be extracted a process known as syntactic parsing. (2) higher level processes is the most basic higher level comprehension process is the coordination of ideas from a text that represent the main point and supporting ideas to form a meaning jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 99 representation of the text. a text model of reading comprehension, not to be confused with general models of reading, the situation model of reader interpretation accounts for how the reader interprets that information for his or her own purposes. in reading there were four components to be implemented. reading comprehension was an activity in which there must be more than one component in it (snow, 2002) as follows : (1) the reader are the first component in reading comprehension. in relation to this study, the readers are the students involved in reading. the students need to have abilities and cognitive knowledge of language as a basis in reading texts, (2) the text : texts may give great contribution to the students’ reading comprehension. those can be categorized as easy or difficult ones. when the students can relate between what is being informed in the text and what has been there in their prior knowledge, it’s mean the texts are easy. and if students cannot connect the information from the text to their background knowledge, the texts can be said as difficult texts because comprehension is not attained, (3) the topic: the topic of the text also influences the students’ reading comprehension. when the students are given a text with uninteresting topic, they may find it difficult to understand although the text was categorized as easy, they even seem unwilling to read the text. on the other hand, the students can understand the text well when they are given a text which is interested and relevant to them (snow, 2002, p. 26), (4) the activity: the activity on reading is closely to the purpose of the reading. different aims of reading have different activities. in this study, the activity on reading is aimed at achieving the students’ reading comprehension on texts. the next is reading comprehension assessment. assessment is a measurement done by the teacher to know how far the students have already understood about the materials that have been discussed. in teaching reading comprehension, assessment is aimed to know how far the students comprehend text. the teacher usually gives a test to assess the students’ ability. in assessing the students’ reading comprehension, the teacher may refer to some technique for test. there are some technique that can be used by teachers (alderson, 2000, p.206). some of them as follow : (1) integrative tests: the tests are designed to obtain a much more general idea of how well students read a text, (2) the cloze test and gap –filling test: cloze test are constructed from a collected text arranged by applying the random deletion procedure for words. the words deleted are between five and twelve. meanwhile, the gapjall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 100 filling test does not use random deletion, but it uses rational deletion. the words which are deleted represent the idea to what the whole sentence, (3) multiple-choice techniques: it is a common technique usually done by teachers in assessing reading comprehension. this technique allows the students to choose the right answer from some possible answers given, (4) matching techniques: this technique allows the students to match two sets of components. for example, the testers match the title with paragraphs, (5) dichotomous techniques: this technique allows the testers to choose the two possible answers given, true or false. the students have two choose one of those two choices, (6) shorts answer techniques: short answer technique is constructed by giving questions requiring a brief response in a few words. it is possibly used to interpret and to see whether the students have really understood the specific information of the text, (7) the summary test: this technique allows the students to summarize the main idea of each paragraph of the whole text. the third is peer assisted learning strategy (pals). in teaching reading comprehension, the teacher may use many different strategies to make the students more easily to comprehend the text. the teachers may use an interactive model to teaching reading comprehension to improve the students' reading comprehension. according to udaya et al. (2013, p. 6) strategy is one of the important way for the teacher to improving their ability in teaching their students, to make the students more active and easy to understand according to teacher goals as good teacher. harmer (2007) claims that strategy is an action that the teacher takes to achieve one or more of their teaching learning goals. the strategy can defined as a general direction set for the teaching process. and also the teacher should use many strategies in teaching reading such as applying media, games in order to keep the students interested. according to topping and ehly (2009), peer assisted learning strategy (pals) is a scheme that fosters cross year support between students on the same course. pals encourage students to support each other and to learn cooperatively under the guidance of students from the year above. students, who are not professional teachers, help and support the learning process of others, in an interactive, purposeful and systematic way. according to miranda (2009) using peer teaching techniques helps utilize all the resources available to a teacher. students understand how other students communicate. additionally, how one students internally assimilates information can be expressed to help other students understand it better. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 101 effective peer teaching techniques improve the overall learning environment and success of all students when implemented properly. peer assisted learning strategy (pals) is a strategy where the learning process more active with asking students to each other during the learning process. interventions effectively engage students in learning process and produce academic gains across a variety of students populations, academic subject, and classroom arrangement (rohrbeck, 2003). peer assisted learning strategy (pals) help students develop reading and social skills, as well as independent growth and development in the context of fluency and reading comprehension (fuchs and fuchs, 2005). in reality, peer assisted learning strategy (pals) is one of technique for the teachers to develop the students’ reading comprehension skills, but she or he should be more creative developing it. in peer assessment, the teacher has contribution as the developer, not the creator. the teacher develops peer assisted learning strategy (pals) as effective as possible by providing them a chance to work independently. apply this technique in every reading activities, the teachers should be creative, so that it can work effectively and interestingly. in applying this technique, the teacher divides the students into two groups (the higher group and the lower group). the students are paired using a ranking system. they are ranked from the top to bottom. then, the top half and the bottom half of the class are determined. students are paired by taking the first person from the top half and the first person from the bottom half, second person from the top half and the second person from the bottom half and the so forth. the students are designed to work together with their partner in order to help each other to solve some problem that they face in reading text. so it is expected to improve students’ reading comprehension (toping, 2005). according to harmer (2001, p. 21) working in pairs it possible for students to be more confident, and also gives the points that work cooperatively gives the students chance to be more confident because they can work without the pressure of the whole class. in this research, the researcher used the recount text the title was “a trip to mount fuji” and the second text the title was “visiting my village”, both used as the teaching materials in teaching activities. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 102 furthermore, according to chiristian and sera (2016), there were three procedures in implementing peer assisted learning strategy (pals). 1. partner reading with story retell partner reading is cooperative learning strategy in which two students work together to read an assigned text. during partner reading, each students read for several paragraph. the lower performing students read until finish the first paragraph, then the lower performing read the story retell and the higher performing as a tutor. in this activities, the tutor (the higher performing) and tutees (the lower performing) read the recount text in orientation and event paragraph. they must comprehend those paragraph for about 5 minutes, and write the result of their comprehend. after that, the tutees retell about his idea and the tutor correct it whether that is true or false. 2. paragraph shrinking paragraph shrinking is an activity that allows each students to take turns reading, pausing and summarizing the main points of each paragraph. students provide each other with feedback as a way to monitor comprehension in paragraph shrinking the higher performing asks the reader to identify who or what the paragraph is mainly about and the most important thing about the who or what, then the reader must condense, or shrink this information into 10 words or less. in this activities, tutor and tutees take turns reading, pausing, and summarizing the main points of each paragraph, it is take for about 5 minutes. they are identify and write who or what the paragraph is mainly about, and then where the story was taken. after the tutor an tutees summarize the orientation and event paragraph, the tutees tells about his idea, if the tutor disagree with the tutees answers, she/he must correct it by saying ‘’that’s not quite right’’ then the tutor tell about his idea. 3. prediction relay the prediction relay is an activity that allows each students to make prediction about what will happen in the next paragraph, make turns reading for 5 minutes, then check their prediction, and summarize the main points. in this activities, after they comprehend the orientation and event paragraph, they makes a prediction about what will happen on reorientation paragraph, after that the tutees read the half paragraph aloud while the tutor correct errors, and the last the tutor confirms the prediction. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 103 the last is recount text. recount text is a text which is purposed to inform and entertain the reader about experience in the past. according to knapp (2005) claims that recount text, basically it is written out to make a report about an experience of a series of related event. a recount is a text to inform an event or to entertain people. recount is typically tells entertain by dealing with a sequence of events that establishes a relationship between the writer or reader and speaker or listener. recount is a kind of genre that has social function to retell event for the purpose of informing or entertaining. the tense that used in recount text is past tense (hyland, 2004, p. 29). furthermore, derewianka & jones (2016) add that there are six kinds of recount text consisting of 1) personal recount which the purpose is to give details of an incident involving personal experience, 2) factual recount which the function is to report on events or incidents not experienced personally by the reporter, 3) autobiographical recount which the function is to recount episodes in someone’s life as told by that person, 4) biographical recounts which the functions is to recount episodes from another person’s life, 5) historical recounts and accounts which the functions is to record, explain, and interpret important or interesting events in a society’s past, and; 6) literary recount which the function is to retell a sequence of factual or imaginary events, often with aesthetic features. however, in the present study, the researcher used personal recount text to be implemented to the students. there are three generic structure of recount text (hyland, 2004, p. 135). (1) orientation: provides the setting and produces participants. it provides information about whom, where, and when. (2) record of events: tell what happened, present event in temporal sequence. it is usually recounted in chronological order. personal comments and/ or evaluative remarks, which are interspersed throughout the record of events. (3) re-orientation: optional-closure of events. it is rounds off the sequence of events. method the study was a mixed method study convergent parallel mixed methods design because this study used quantitative data first compared with qualitative data. for quantitative data used pre-experimental design and descriptive design for qualitative data. as mention by creswell (2014), “in this study, the researchers collect both quantitative and qualitative data, analyze them separately, and then compare the results to see if the findings confirm or jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 104 disconfirm each other”. the researcher involved thirty eight students of tenth grade in senior high school. determination of the subjects in this study was based on a purposive sampling technique in which the study was not conducted on the entire population, but focused on the target. the data for this study were collected from pre-test post-test and close-ended questionnaire. the first was experiments that include of the implementation of pre-test in the form of reading comprehension test of recount text without treatment. the second was given the treatment that is peer assisted learning strategy (pals) in reading comprehension of recount text during the learning process. the third was post-test that consist of reading comprehension test of recount text after using the treatment of peer assisted learning strategy (pals). after implementing the post-test by using the treatment, the researcher gave the questionnaire to get their perceptions concerning the implementation of peer assisted learning strategy (pals). findings and discussion this research was carried out from january 31 st to february 14 th , 2019. this study attempts to find out the effectiveness of implementing pals in teaching reading comprehension, first the result of pre-test and post-test of each group was computed by using spss 23. table 1 descriptive statistics n min max mean sd pre test 38 20.00 90.00 71.84 16.98 post test 38 50.00 100.00 87.37 9.98 valid n (listw ise) 38 from the table 1 showed that the highest score of pre-test is 90, the lowest score of pretest is 20, the mean score of pre-test is 71.84, and the standard deviation of pre-test is 16.98. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 105 furthermore, the highest score of post-test is 100, the lowest score of post-test is 50, the mean score of post-test is 87.37, and the standard deviation of post-test is 9.98. the researcher found the mean of post-test is higher than the mean of pre-test. the study raised two kinds of hypotheses, there were null hypotheses (h0) and alternative hypotheses (h1). the null hypotheses (h0) of this study is “there is no a significant difference in teaching reading comprehension before and after being taught by means of peer assisted learning strategy (pals)”. the alternative hypotheses (h1) is there is a significant difference in teaching reading comprehension before and after being taught by means of peer assisted learning strategy (pals). the result of the normality test could be seen in table 2 (in appendix) that computing by using spss 23 showed that asymp. sig. (2-tailed) was lower than 0,05 it means that both of the data are doesn’t have a normal distribution. because both of the data are not normally distributed, the researchers used non parametric analysis it is wilcoxon test. the wilcoxon test used to find out the differences between pre-test and post-test of one group. the result of the wilcoxon test could be seen in table 3 (in appendix). the result showed that the negative ranks or difference (negative) between pre-test and post-test in value of n, mean rank, and sum rank are 0. the value of 0 indicates that there is no decrease from the pre-test to the post-test value. the positive ranks or difference (positive) between pre-test and post-test is 36, it show that there are 36 positive data (n) which means there are 36 students that increase in reading comprehension from the pre-test and posttest. the mean rank is 18.50 while sum rank is 666.00. furthermore, the ties value is 2, it means that there are two students who have the same value between pre-test and post-test, it is show that both of the students are not increase in post-test value. it means there is a significant difference in teaching reading comprehension before and after being taught by means of peer assisted learning strategy (pals). it can be concluded that applying peer assisted learning strategy (pals) is effective to improve students’ reading comprehension. the next steps, for qualitative data were obtained through the results of close-ended questionnaire. the questionnaire was analyzed by using descriptive statistics that computing by using spss 23. the result of positive statement showed in table 4. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 106 table 2 descriptive statistic (positive statement) no statement n minimum maximum mean sd 1 i like reading lesson by using peer assisted learning strategy (pals). 38 3.00 5.00 3.79 0,78 2 by using peer assisted learning strategy (pals), i motivate to study. 38 2.00 5.00 3.58 0.76 3 reading lesson by using peer assisted learning strategy (pals) can improve my reading comprehension. 38 2.00 5.00 4.21 0.81 4 reading lesson by using peer assisted learning strategy (pals) is easier to understand the materials. 38 2.00 5.00 3.97 0.72 5 peer assisted learning strategy (pals) make me confidence to interact with my friends. 38 1.00 5.00 3.92 0.99 item 1: the table showed from 38 students (n), 16 students who choose neutral, 14 students who choose agree, 8 students who choose strongly agree, and there is no students jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 107 who choose disagree and strongly disagree. the minimum is 3.00, maximum is 5.00, mean 3.79 this score comes near to 4.00 it means “agree” is the answer of statement 1, and std. deviation is 0.78. it means the students agree that they like reading lesson by using peer assisted learning strategy (pals). item 2: the table showed from 38 students (n), 0 students who choose strongly disagree, 3 students who choose disagree, 13 students who choose neutral, 19 students who choose agree, and 3 students who choose strongly agree. the minimum is 2.00, maximum is 5.00, mean 3.58 this score comes near to 4.00 it means “agree” is the answer of statement 2, and std. deviation is 0.76. it means the students agree that by using peer assisted learning strategy (pals), they motivated to study. item 3: the table showed from 38 students (n), 0 students who choose strongly disagree, 1 student who choose disagree, 6 students who choose neutral, 15 students who choose agree, and 16 students who choose strongly agree. the minimum is 2.00, maximum is 5.00, mean is 4.21, and std. deviation is 0.81. it means, the students agree that reading lesson by using peer assisted learning strategy (pals) can improve their reading comprehension. item 4: the table showed from 38 students (n), 0 students who choose strongly disagree, 1 student who choose disagree, 7 students who choose neutral, 22 students who choose agree, and 8 students who choose strongly agree. the minimum is 2.00, maximum is 5.00, mean is 3.97 this score was closer to 4.00 it means “agree” is the answer of statement 7, and std. deviation is 0.72. it means, the students agree that reading lesson by using peer assisted learning strategy (pals) is easier to understand the materials. item 5: table 4.7.5 showed from 38 students (n), 1 student who choose strongly disagree, 1 student who choose disagree, 11 students who choose neutral, 12 students who choose agree, and 13 students who choose strongly agree. the minimum is 1.00, maximum is 5.00, mean is 3.92 this score was closer to 4.00 it means “agree” is the answer of statement 10, and std. deviation is 0.99. it means, the students agree that peer assisted learning strategy (pals) could make them confident to interact with their friends. thus, the result of negative statement could be seen in table 5 table 3 descriptive statistic (negative statement) jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 108 no statement n minimum maximum mean sd 6 i like reading lesson without peer assisted learning strategy (pals). 38 1.00 4.00 2.61 0.68 7 reading lesson by using peer assisted learning strategy (pals) is boring and not interesting. 38 1.00 4.00 2.03 0.79 8 reading lesson by using peer assisted learning strategy (pals) is difficult to understand the materials. 38 1.00 4.00 2.21 0.78 9 in my opinion, reading lesson by using peer assisted learning strategy (pals) is the same with another method. 38 1.00 5.00 2.47 0.76 10 i am lazy to learn reading by using peer assisted learning strategy (pals). 38 1.00 4.00 1.92 0.82 item 6: the table showed from 38 students (n), 1 student who choose strongly disagree, 16 students who choose disagree, 18 students who choose neutral, 3 students who choose agree, and there is no students who choose strongly agree. the minimum is 1.00, maximum is 4.00, mean is 2.61, and std. deviation is 0.68. it means, the students disagree that they like jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 109 reading lesson without peer assisted learning strategy (pals), and the students need applying this method when teaching and learning process, especially in reading comprehension. item 7: the table showed from 38 students (n), 8 students who choose strongly disagree, 24 students who choose disagree, 3 students who choose neutral, 3 students who choose agree, and there is no students who choose strongly agree. the minimum is 1.00, maximum is 4.00, mean is 2.03, and std. deviation is 0.79. it means, the students disagree that reading lesson by using peer assisted learning strategy (pals) is boring and not interesting. item 8: the table showed from 38 students (n), 5 students who choose strongly disagree, 23 students who choose disagree, 7 students who choose neutral, 3 students who choose agree, and there is no students who choose strongly agree. the minimum is 1.00, maximum is 4.00, mean is 2.21, and std. deviation is 0.78. it means, the students disagree that reading lesson by using peer assisted learning strategy (pals) is difficult to understand the materials. item 9: the table showed from 38 students (n), 2 students who choose strongly disagree, 19 students who choose disagree, 15 students who choose neutral, 1 student who choose agree, and 1 student who choose strongly agree. the minimum is 1.00, maximum is 5.00, mean is 2.47, and std. deviation is 0.76. it means, the students disagree that reading lesson by using peer assisted learning strategy (pals) is the same with another method. item 10: the table showed from 38 students (n), 0 students who choose strongly disagree, 1 student who choose disagree, 8 students who choose neutral, 16 students who choose agree, and 13 students who choose strongly agree. the minimum is 1.00, maximum is 4.00, mean is 1.92, and std. deviation is 0.82. it means, the students strongly disagree that they are lazy to learn reading by using peer assisted learning strategy (pals). based on the result of all the students’ perception, the researcher concluded the students gave a positive responses on implementing peer assisted learning strategy (pals) in teaching reading comprehension. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 110 discussion these findings are in line with the findings of several previous studies. the first previous study which conducted by brooke, kristen, & scott (2011) entitled “ the effectiveness of kindergarten peer assisted learning strategy for students with disabilities”, the result indicate that k-pals was effective for increasing initial alphabetic principle and decoding skills ( that is word attack, spelling, and oral reading) for students with disabilities who were included in general education classrooms. this previous study has a difference with the present study which this study is focused to implementing pals in kindergarten for students with disabilities, but the present study is focused to implementing pals in senior high school students. the second previous study by sulistami et al. (2018) entitled “improving students’ reading comprehension by using peer assisted learning strategy (pals) in efl contexts”, the result indicate that teaching reading comprehension in narrative text by using peer assisted learning strategies (pals) could improve the average score of students‘ reading comprehension, and there is significant improvement that showed in this research, it proved from the improvement of the average students‘ score and students who passed the kkm. this previous study has similarity with the present study which both of them are investigate the implementation of pals in reading comprehension. but the present study is more focus on implementing pals in reading comprehension of recont text and also investigate the students’ perception. the third previous study by hamra & syatriana (2010) entitled “developing a model of teaching reading comprehension for efl students”, the result indicate that the imtrc is very effective in improving the reading comprehension of the students. the implementation of the teaching model is accepted by the teachers and students. it is good in relation to the improvement of teaching and learning process. this previous study has a similarity that is investigate a teaching model for reading comprehension. conclusion based on the findings mentioned previously, it can be concluded that peer assisted learning strategy (pals) was effective in teaching reading comprehension. it could be seen jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 111 from the students’ progress in test and in every meeting. the significant improvement showed in this research, it proved from the average students’ score. in the pre-test the students’ average score was 71.84, in the post-test the students’ average score improved into 87.37. the analysis of qualitative data showed that the students gave the positive responses towards implementing pals in teaching reading comprehension. it is based on the students’ answer in each numbers of questionnaire. the students interested in implementing pals in teaching reading comprehension especially in recount text, they through they difficulties in comprehending the text was solved by pals, because they could shared their opinion with the others. finally, the researcher concluded that most of the students are agree that pals was effective and could help the students in reading comprehension. based on the result of quantitative and qualitative data, it can be concluded that implementing peer assisted learning strategy (pals) is effective in teaching reading comprehension. references ahmadi, m. r., & hairul, n. i. (2012). reciprocal teaching as an important factor of improving reading comprehension. journal of studies in education, 2(4), 153-173. alderson, j. charles. (2000). assessing reading. melbourne: cambridge university press. brooke, h., kristen, l., scott, r. (2011). the effectiveness of kindergarten peer-assisted learning strategies for studentswith disabilities. council for exceptional children, 77(3), 299–316. chiristian, d., sera. (2016). metode peer assisted learning strategy untuk meningkatkan kemampuan membaca pada anak. retrived in october 21. cresswell, j., w. (2014). research design : qualitative, quantitative, and mixed method approaches. (4th ed). thousand oaks: sage publications, inc. derewianka, b., & jones, p. (2016). teaching language in context. australia: oxford university press. duke, n. (2003). comprehension instruction for informational text. presentation at the annual meeting of the michigan reading association, grand rapids, mi. fuchs, d., & fuchs, l. s. (2005). peer-assisted learning strategies: promoting word recognition, fluency, and reading comprehension in young children. journal of special education, 39, 34-44. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 112 fahmi rizal, ly & la (2020). the use of flipped classroom model in reading comprehension. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 grabe, w., & stoller, f. l. (2002). teaching and researching reading. harlow: pearson education. hamra, a., syatriana, e. (2010). developing a model of teaching reading comprehension for efl students. teflin journal. 21(1), 27-40. harmer, j. (2007).how to teach english. england: longman pearson. harmer. (2001). the practice of english language teaching. third edition. london: longman. hyland, k. (2004). genre and second language writing. the united state of america: the university of michigan press. keenan, j. m., betjemann, r. s., & olson, r. k. (2008). reading comprehension tests vary in the skills they assess: differential dependence on decoding and oral comprehension. scientific studies of reading. retrieved from http://dx.doi.org/10.1080/10888430802132279 knaap, p. (2005). genre, text, and grammar. sydney: university of new south wales. miranda, k. (2009). effective peer teaching technique. retrieved in october 21, 2014 from http://www.ehow.edu/home educationteaching/methods &strategies/methods effective.htm rohrbeck, a. c. (2003). peer-assisted learning interventions with elementary school students: a meta-analytic review. journal of education psychology. american psychology association inc; america. sulistami, p.,pahamzah, j., baratayaomi, w., syafriza, s. (2018). improving students’ reading comprehension by using peer assisted learning strategies (pals) in efl contexts. international journal of language and literature, 2(2), 52-59. topping, k. j. (2005). trends in peer learning. educational psychology, 25 (6): 631-645 topping, k. & ehly, s. (2009). peer assisted learning. routledge: new york. udaya, jusuf. (2013). reading comprehension definition research and consideration. manajemen stratejik. ptgmedia.pearsoncmg.com, accessed on 07th december 2016 h.manser. snow, c. (2002). reading for understanding: towards a r&d program in reading comprehension. washington, dc: rand reading study group. ournal of english department of galuh university/vol. 00 no. 00: 1-14 https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 received accepted published december 2019 january 2020 february 2020 indirect teacher feedback to reduce students’ grammatical errors in writing recount text yustin kustina yustinkustinaa@gmail.com universitas galuh ciamis, indonesia r. bunga febriani bunga.febriani@gmail.com universitas galuh ciamis, indonesia dedeh rohayati rohayatidedeh@rocketmail.com universitas galuh ciamis, indonesia abstract teacher feedback stipulation is a necessity for students especially in the process of writing. it‟s become a reflection of their teaching process. the present study, therefore, is aimed at finding out the effectiveness of indirect teacher feedback in reducing students‟ grammatical errors in writing recount text, and describing lexico-grammatical aspects of students‟ writing that indicate significant progress in error reduction toward indirect teacher feedback as the treatment. the present study implemented a mixed-method with the type of pre-experimental design for the quantitative design and content analysis for the qualitative design. the sample of the present study involved 17 students as the experimental group. students‟ document tests were used to obtain the data. based on the statistical result, after indirect teacher feedback was implemented on students‟ writing recount text especially personal recount text, the t-observed value was higher than t-table value; thereby, the null hypothesis (h0) was rejected and the alternative hypotheses (h1) was accepted. thus, the use of indirect teacher feedback is effective in reducing students‟ grammatical errors in writing personal recount text. in addition, from the analysis content of students‟ document tests, verb tense indicated significant progress in error reduction. based on the findings, it is recommended for english teachers to apply indirect teacher feedback to reduce students‟ grammatical errors, especially in teaching writing so that the students' writing can be improved. keywords: indirect teacher feedback, recount text, students‟ grammatical errors, writing introduction writing is seen as the most complicated of all three skills (listening, speaking, reading) as stated by (harmer, 2004). writing is a difficult skill mastered by the students because they have to make stability in several problems, especially in grammar context jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 104 starting from punctuation, capitalization, spelling, organization, etc. in addition, (harmer, 2004). argues that "writing encourages students to focus on accurate language use because they think what they write". when the students write their feelings and ideas into a word, word into the sentence, sentence into a paragraph, it needs hard thinking to produce good writing at the same time. it means that writing the ideas needs the knowledge and the time to develop our knowledge in writing as said by (hyland, 2003) “writing is as a complex activity in which the writer draws on a range of knowledge and skills and this complexity makes it unlikely that the same individual will perform equally well on different occasions and tasks”. errors in the context of writing indicate that students have not mastered the english rules. there are some experts who state about errors such as (harmer, 2007) who defines that errors are mistakes at which they cannot correct themselves and which, therefore, need explanation. it means that they need correction on whatever they are doing, saying or writing to help them understand whether it is right or wrong. regarding the grammatical errors made by language learners, (ferris & roberts, 2001) propose the top five grammatical errors consisting of sentence structure, word choice, verb tense, noun endings (singular/plural), and also verb form. therefore, grammar mastery and positive reinforcement in writing are also important since it leads to developing confidence in writing. in esl teaching, teacher feedback on students‟ writing is very important because errors in writing cannot be avoided. (hyland & hyland, 2006) state that providing feedback is one of the most important tasks for an esl teacher. teacher feedback in the writing process is expected to give a significant improvement in students' writing and reduce grammatical errors which occur in the writing. there are two kinds of teacher feedback, namely direct and indirect teacher feedback. however, in the present study, the researcher uses indirect teacher feedback to reduce students' grammatical errors in writing because it valued more than direct teacher feedback. as stated by (ferris, 2002), once the learners have noticed their errors, indirect feedback can help them to activate the hypothesis testing process which may promote deeper internal processing and improve the internalization of correct forms and structures. based on the explanation above, the present study was conducted to find out the effectiveness of indirect teacher feedback in reducing students‟ grammatical errors in jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 105 writing recount text and to describe lexico-grammatical aspects of students‟ writing that indicate significant progress in error reduction. two research questions were formulated as follows: 1. how effective is indirect teacher feedback in reducing the students‟ grammatical errors in writing recount text? 2. from lexico-grammatical aspects of students‟ writing, which one of them indicates significant progress in error reduction? writing writing is one of the parts of language skills besides listening, speaking and reading. writing is more difficult rather than other language skills because it needs well knowledge and hard thinking when they produce words, sentences, and paragraphs with good grammatical. writing skills is one of the language skills learned by students at school. writing skills are useful to support the teaching and learning process (hilman, a., 2019). through writing skills, students are required to be creative and active in thinking and activities as much as possible to pour their ideas into written language. writing is an interactive process. it means that in writing there are a lot of activities to do. when someone writes, there is an activity of thinking, designing posts, editing posts, and reviewing them again. tarigan, as cited in (suryadi, 2017) states that writing is an activity that is productive and expressive. he adds that writing skill does not come automatically, but it needs a lot of practice in order to be able to use the elements of writing and to know the purpose of writing itself. recount text recount text is a type of text that should be mastered by students. there are several theories about recount text from several language experts. (anderson & anderson, 1997) state that recount text is a piece of text that retells past events, usually in the order in which they occurred. it means to give a description to other people that occurred in the past. from the theory, maharani (2007, p.69) cited in (suryadi, 2017) also supports that recount text is functions to tell the story of the past writing incident as the incident took place at a time ago. thus, recount text tells past events that occurred in a sequence. recount text does not include conflicts but only retells a sequence of events that occurred in the past. it means, recount text just re-tell about events that occurred in the past. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 106 there are classifications of recount text. the first is personal recount retelling an experience in which the writer was personally involved. its purposes are to inform, entertain the audience (listeners or readers), or both. the second is factual recount listing or recording of a certain event, such as a news story, an eye witness, news report, historical events. the third is procedural recount recording events such as science experiments or cooking experience. it presents the events chronologically (in the other in which they happened). the purpose of procedural recounts is to inform listeners or readers. furthermore, derewianka & jones (2016) add that there are six kinds of recount text consisting of 1) personal recount which the purpose is to give details of an incident involving personal experience, 2) factual recount which the function is to report on events or incidents not experienced personally by the reporter, 3) autobiographical recount which the function is to recount episodes in someone‟s life as told by that person, 4) biographical recount which the function is to recount episodes from another person‟s life, 5) historical recounts and accounts which the function is to record, explain, and interpret important or interesting events in a society‟s past, and; 6) literary recount which the function is to record, explain, and interpret important or interesting events in a society‟s past. like the text in general, recount text has its own generic structure. there are some ways to write about recount text. suryadi (2017) states that there are three parts in generic structure. recount text use past tense, using a common pattern as follows: orientation – events – re-orientation. orientation contains figures, time and place in the story. events which composed of the events are arranged in a sequence. re-orientation contains a personal comment or expression of assessment, which is optional (not mandatory). the last generic structure of recount is the communicative purpose that entertains or recount past events. besides generic structure, recount text has its own characteristics called language features. language features of text play important roles in order to distinguish one type of text from the other text. the language features in recount texts are nouns and pronouns instead of a person, animals, or things involved, such as david, the monkey, we, etc. action verbs such as go, sleep, run, etc. past tense such as we went to the zoo; she was happy, etc. conjunction and time connectives which order events, happenings, or actions, such as and, but, then after, that, etc. adverbs and adverb phrases to show location, time, and manner, such as right here, in my house, yesterday afternoon, slowly, often, etc. adjectives to jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 107 modify nouns such as beautiful, funny, childish, tiny, etc. therefore, the students have to pay attention to all of the aspects of writing recount text to make their writing better. writing recount text writing recount text is an activity to write a record of events in the past time. the events are reported chronologically according to the setting of time and place with the use of a number of conjunction and sequence marker. (cavanagh, 1998) defines “recounts are a retelling of past events”. they are usually written as a series of events in the order in which they happen. the purpose of recount text is to retell past events. it tells information about what happened when it happened, where it happened, and who was involved. in order to write a good recount text, the students must pay attention to the whole elements such as the characters and the generic structure of recount text to distinguish it from other types of text. it is in line with the statement by (anderson & anderson, 1997) who claim that the students have to know how to construct and what language features in a recount text. in addition, they propose that the language features of recount text consist of 1) the use of proper nouns to identify those who are involved in the text, 2) descriptive word to give details about who, what, when, where, and how, 3) the use of the past tense to retell the events, and; 4) words that show the order of events (for example: first, next, then). he adds that there are generic structures of recount text should be followed by the students in writing recount text such as orientation, a series of events, and concluding paragraph. evaluating students’ writing many factors can be evaluated in writing among them content, purpose, and audience, rhetorical (organization, cohesion, unity), and mechanics (sentence structure, grammar, vocabulary, and so forth). in order to evaluate students‟ writing, there are two basic types of grading can be used namely analytic and holistic. both can be useful tools for evaluating students‟ writing, but each has different purposes (jacobs, 1981). he adds that “analytic scoring separates various factors writing strengths and weaknesses”. for example: a. begin with 100 points and subtract points for each deficiency: appropriate register (formality or informality) (-10 points) language conventions jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 108 (-10 points) accuracy and range vocabulary (-5 points) total -25 points from 100 (= 75 points) b. give a percentage of the overall grade for each component: introduction 10% topic sentence 20% sentence structure 20% use of transition 10% grammar 20% vocabulary 10% conclusion 10% c. assign split grades for each component: organization a content c mechanics b meanwhile, “holistic scoring assesses the overall competence of a piece of writing, but it neither diagnoses problems nor prescribes remedies for the writing”. errors errors are the flawed side of learner speech or writing. those are the parts of conversation or composition that deviate from some selected norm of mature language performance. errors are the result of one's systematic competence (brown, 2000). studying learners‟ errors serves two major purposes: 1) it provides data from which inferences about the nature of the language learning process can be made; and 2) it indicates to teachers and curriculum developers which part of the target language students have most difficulty producing correctly and which error types detract most from a learner‟s ability to communicate effectively. error in learning and performing target language cannot be avoided. errors occur because of some causes. according to (brown, 2000), there are four causes of errors, namely interlingual transfer, intralingual transfer, the context of learning, and communication strategies. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 109 the first is an interlingual transfer which means the negative interference of the first language. sometimes, the learners use the linguistic system of their first language in making target language sentences. the second is an intralingual transfer caused by the influence of target language rules (brown, 2000). the third is the context of learning. (brown, 2000) says that the context of learning is the source of errors caused by the learners' misinterpretation of the teacher's explanation and textbook or an inappropriate pattern contextualization. the fourth is communication strategies related to learning style. learners usually try an effort to cross their message, but sometimes it can be an error. teacher feedback feedback is helpful in encouraging students not to consider what they write as a final product and in helping them to write multiple drafts and to revise their writing several times in order to produce a much-improved piece of writing. in providing feedback, the teachers should encourage students to continue writing, in order students feel good with their writing and carry the activity through completion (grabe & kaplan, 1996). there are two kinds of teacher feedback discussed in the present study; direct and indirect teacher feedback. ellis, as cited in (balanga, 2016) states that direct teacher feedback is explained as when the teachers provide the student with the correct form of the word. in addition, ferris, as cited in (almasi & tabrizi, 2016), states that direct teacher feedback is a strategy of providing feedback to students to help them correct their errors by providing the correct linguistic form or linguistic structure of the target language. direct teacher feedback is usually given by teachers, upon noticing a grammatical mistake, by providing the correct answer or the expected response above or near the linguistic or grammatical error (bitchener & knoch, 2010); thus, it can be said that direct teacher feedback occurs when the teachers simply give the correct form for the students‟ writing or a suggested correction if more than one is possible. meantime, indirect teacher feedback is a technique of correcting students' errors by using general comments and giving students the opportunity to fix errors themselves (ferris & roberts, 2001). for example, if a student writes yesterday i goed to the store, the teachers can circle the word goed and write vt under it. he adds that there are two types of indirect teacher feedback among them are coded indirect feedback and encoded indirect feedback. the first type “coded indirect feedback” which the teachers underline the errors for the students and then write the symbol above the targeted error and then the teachers jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 110 give the composition to the student to think what the error is as this symbol helps the students to think. the second type “encoded indirect feedback” which the teachers underline or circle the error or the mistake and the teachers do not write the correct answer or any symbols and the students think what the error is. indirect teacher feedback takes place when teachers only provide indications which in some way makes students aware that an error exists but they do not provide the students with the correction. as supposed by (ferris & roberts, 2001), indirect feedback is a strategy of providing feedback commonly used by teachers to help students correct their errors by indicating an error without providing the correct form. in doing so, teachers can provide general clues regarding the location and nature or type of an error by providing an underline, a circle, a code, a mark, or a highlight on the error, and ask the students to correct the error themselves (lee, 2008; o‟sullivan & chambers, 2006) cited in (almasi & tabrizi, 2016). through indirect feedback, students are cognitively challenged to reflect upon the clues given by the teachers, who acts as a „reflective agent‟ (pollard, 1990) cited in (almasi & tabrizi, 2016). indirect teacher feedback is viewed as an alternative strategy to teach writing because it has many advantages. the first advantage of indirect teacher feedback is stated by (frodesen, 2001), which says that through indirect teacher feedback students are able to express their ideas more clearly in writing and to get clarification on any comments that teachers have made. the second advantage is stated by ((ferris & roberts, 2001). they add that indirect teacher feedback is more helpful either on students' long-term writing development or editing their writing than direct feedback. besides the advantages, indirect teacher feedback has disadvantages. as claimed by (frodesen, 2001), the process of giving indirect teacher feedback to each students' writing can consume much time if the number of students in the class is large. he adds that students may feel confused because of the symbol given is not familiar to them. indirect teacher feedback is one of the strategies that is used to address grammatical errors in students' writing (purnawarman, 2011). indirect teacher feedback is usually provided by teachers using particular codes to mark the types of errors that occur in the process of writing. some teachers use codes, and can then put these codes either in the body of the writing itself or in a corresponding margin. this makes corrections neater, less threatening, and considerably more helpful than random marks and comments (harmer, jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 111 2001 p.111). therefore, indirect teacher feedback can be used to address grammatical errors on students' writing especially in recount text. it makes teachers easier to identify and mark grammatical errors on students' writing based on the error symbols that have been made. method the study was a mixed-method study explanatory sequential type because this study used quantitative data first followed by qualitative data. for quantitative data used preexperimental design and content analysis for qualitative data. the researchers involved seventeen of the first-year students‟ academic year 2018/2019. the determination of the subjects in this study was based on a purposive sampling technique in which the study was not conducted on the entire population but focused on the target. the data for this study were collected from pre-test post-test and students‟ document tests which went through several steps. on the first meeting of the three-meeting sequence, students were required to write personal recount text based on a given prompt. after the students submitted their writing, the researchers put indications for error correction on the students‟ work. in the second meeting, the researchers gave the corrected work back to the students and asked them to revise their original work. the same activity was conducted on the third meeting after the researchers put indication for error correction on students‟ work, the researchers gave the corrected work back to the students and ask them to find out the differences between their writing and the corrected version, and revised the second draft. the original version, the second draft, and the third draft were then collected. the types of errors on the students‟ writing from the first draft to the final draft were compared to investigate how successful indirect teacher feedback is. the students‟ writing of personal recount text in each draft was also used to strengthen the result of pre-test and post-test after the students performed writing prompt, the researchers analyzed the quantitative data of the students‟ work by comparing the result of the first draft and the final draft to see the grammatical error frequencies that the students committed before and after receiving the indirect teacher feedback by using t-test. then, in analyzing qualitative data, the researchers investigated the grammatical errors committed by the students from the first draft to the final draft to see which one of the lexico-grammatical aspects indicated the significant progress in error reduction. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 112 findings and discussion this study attempts to find out the effectiveness of indirect teacher feedback in reducing students‟ grammatical errors in writing recount text and to describe lexicogrammatical aspects of students‟ writing that indicate significant progress in error reduction. the followings were the steps that the researcher underwent to get the data. first, for the quantitative data, the researcher counted the number of students‟ grammatical errors by referring to grammatical aspects including word choice, word form, missing word, unclear meaning, subject-verb agreement, not necessary, preposition, article, word order, spelling error, capitalization, punctuation, verb tense or grammar, does not support, need more, and organization. afterward, the results of each sequence were analyzed to prove whether indirect teacher feedback effective in reducing the students‟ grammatical errors in writing recount text between the pre-test and the post-test. from the calculation, it was obtained that in the pre-test, the students made 309 of grammatical errors. the highest number of grammatical errors was 35 and the lowest number of grammatical errors was 12. in addition, the researchers assessed the students‟ writing of personal recount text by referring to the aspects of writing consisting of content, organization, vocabulary, language use (grammar), and mechanics. the calculation of the students‟ score in writing personal recount text of the pre-test showed that the highest score before being given the treatment was 79, meanwhile, the lowest score was 56. it can be said that when the number of students‟ grammatical errors increased, the result of students‟ writing decreased. afterward, from the calculation of the post-test after being given the indirect teacher feedback, the students made 71 of grammatical errors. the highest number of grammatical errors were 16 and the lowest number of grammatical errors were 0. like the prior steps, the researcher also assessed the students‟ writing of personal recount text. the calculation of the students‟ score in writing personal recount text of the post-test showed that the highest score of students‟ writing recount text after being given the treatment was 85, meanwhile, the lowest score of students‟ writing was 73. the result of the computation of this study showed that the t-observed value was 14.56 and the t-table value was 2.120 at the level of significance 0.05 and df = 16. in other words, the t-observed was higher than the t-table. from these results, it can be inferred that the provision of indirect teacher feedback in this study was effective in reducing the jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 113 students‟ grammatical errors in writing personal recount text. therefore, the first research question of the present study had been answered. the next steps, for the qualitative data, were obtained through the results of pre-test and post-test and students‟ documents test of writing recount text. first, the researchers presented some of the students‟ document test in writing recount text from high, middle, and low students as the sample to see the differences in grammatical error frequencies. the high-level student made 15 grammatical errors in the pre-test and 0 in the post-test. the middle-level student made 12 grammatical errors in pre-test and 2 in the post-test. while the low-level student made 35 grammatical errors in the pre-test and 16 in the post-test. the result showed that the frequencies of grammatical errors made by the three-level students were totally different. after that, the researchers analyzed the number of the students‟ grammatical errors improvement of both pre-test and post-test. it was conducted to see which of lexicogrammatical aspects indicated the reduction of the grammatical error after being given indirect teacher feedback as the treatment of this study. from the result, the most common grammatical errors made by the students in pre-test before being given the treatment were in using vt (verb tense or grammar) with the number was 104, in using punctuation with the number was 53, in using not necessary words with the number was 41, in using capitalization with the number was 37, in adding missing words with the number was 29, and in using wc (word choice) with the number was 18. therefore, this study focused on those aspects of grammatical errors to be analyzed. after being given indirect teacher feedback as the treatment, the number of six aspects of grammatical errors made by the students had been reduced. the number for vt (verb tense) reduced from 104 to 22, for the punctuation reduced from 53 to 1, for not necessary word reduced from 41 to 12, for the capitalization reduced from 37 to 14, for the missing word reduced from 29 to 9, and for wc (word choice) reduced from 18 to 5. in conclusion, the researcher could see that from those six of lexicogrammatical aspects of students‟ grammatical errors in writing recount text, vt (verb tense) had significant progress in error reduction. hence, the second research question of the present study had been answered. these findings are in line with the findings of several previous studies. (hertatie, 2016) conducted the study entitled “the effectiveness of teacher feedback toward students' jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 114 ability in writing recount text at sma-n 1 katingan tengah”. the study used a quantitative approach and the study used pre-experimental design. similarly, the present study and previous study emphasized on teacher feedback in writing recount text and used test and documentation for collecting the data. differently, the present study focused on indirect teacher feedback to reduce students' grammatical errors in writing recount text. meanwhile, the previous study used teacher feedback toward students' ability in writing recount text. in addition, the present study not only used quantitative data but also used qualitative data. the result of the previous study showed that teacher feedback gave a significant effect on the student's score in writing recount text. it was in line with the present study which represented that indirect teacher feedback also affected students' writing scores. furthermore, (kusumawadhani, 2015) also conducted a study about "the use of indirect feedback to reduce students‟ grammatical errors in writing an analytical exposition text”. the result of this study indicated that the use of indirect feedback reduces the number of grammatical errors made by the students in writing an analytical exposition text. similarly, the present study and the previous study have the same result that indirect feedback reduces the number of grammatical errors made by the students in writing. in addition, the present study and previous study use test in collecting the data. differently, besides using a test for collecting data, the present study used students' document test. meanwhile, besides using a test for collecting data, the previous study used a questionnaire to get students' responses toward indirect teacher feedback. in addition, the previous study used an analytical exposition for the text, whereas the present study used recount for the text. moreover, (bijami, pandian, & singh, 2016) conducted the study entitled “the relationship between teacher's written feedback and students' writing performance: a sociocultural perspective”. differently, the previous study and the present study have a different way in terms of collecting data. the present study collected the data from the test and students‟ document tests, meanwhile the previous study used writing tasks, questionnaires, and semi-structured interviews. however, the previous study and the present study have the same result which revealed that after getting feedback on their writing, they recognized that their writing performance has significantly improved. this finding was valuable because it showed that teacher can be a fundamental source in jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 115 improving students' writing. nevertheless, the present study showed that the score of students‟ writing recount text increased because the number of grammatical errors decreased. conclusion based on the findings mentioned previously, it can be concluded that indirect teacher feedback could reduce students' grammatical errors in writing personal recount text. it was proven by the score of students' writing before and after being given the treatment. before being given the treatment, the number of students' grammatical errors was high, consequently, the students' writing score was low. however, after being given the treatment, the number of students' grammatical errors was low, consequently, the students' writing score was getting better. moreover, indirect teacher feedback could reduce several aspects of students' grammatical errors, and the most aspect indicated significant progress in error reduction was in term of verb tense. the researchers did not investigate the students‟ responses about indirect teacher feedback, and the researchers only implemented indirect teacher feedback for one class in recount text. therefore, the other researchers are expected to attempt other types of teacher feedback to be implemented in a larger class in other materials. references almasi, m., & tabrizi, a. r. (2016). the effect of direct vs indirect corrective feedback on iranian efl learners' writing accuracy. journal of applied linguistics and language research, 3(1), 74-85. anderson, m., & anderson, k. (1997). text types in english. australia: macmillan. asni, s. l., & susanti, s. (2018). an analysis of grammatical errors in writing recount text at the eight grade of smp negeri 20 kota jambi. international journal of language teaching and education, 2(2), 1310144). balanga, r. (2016). students belief towards written corrective feedback: the case of fihono high school students. journal of english language teaching, 6(3) 22. bijami, m., pandian, a., & singh, m. (2016). the relationship between teachers' written feedback and stidents' writing performance: sociocultural perspective. international journal of education and literacy studies, 4(1), 207-217. bitchener, j., & knoch, u. (2010). raising the linguistics accuracy level of advanced l2 writers with written corrective feedback. journal of second language writing, 19(4), 207-217. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 116 brown, h. d. (2000). principles of language learning and teaching (4th edition). new york: addison wesley longman, inc. cavanagh, j. (1998). text types. sydney: broad studies. derewianka, b., & jones, p. (2016). teaching language in context. australia: oxford university press. ferris, d. r. (2002). treatment of error in second language student writing. ann arbour: university of michigan press. ferris, d. r., & roberts, b. (2001). error feedback in l2 writing classes: how explicit does it need to be? journal of second language writing, 10 (3).161-184. frodesen, j. (2001). grammar in writing. boston, ma: heinle and heinle. grabe, w., & kaplan, r. d. (1996). theory and practice of writing. boston: addison wesley longman. harmer, j. (2004). how to teach writing. london: pearson education limited. harmer, j. (2007). how to teach english. london: pearson education limited. hertatie, e. (2016). the effectiveness of teacher feedback toward students' ability in writing recount text at sman 1 katingan tengah. paper unpublished. hilman, a. (2019). the effectiveness of using instagram in developing students‟ descriptive text writing. jall (journal of applied linguistics and literacy), 3(1), 31-44. hyland, k. (2003). second language writing. uk: cambridge university press. hyland, k., & hyland, f. (2006). state of the art article: feedback on second language students'writing language teaching. united kingdom: cambridge university press. kusumawadhani, a. (2015). the use of indirect feedback to reduce students' grammatical errors in writing an analytical exposition text. journal of english and education, 3(1), 30-48. purnawarman, p. (2011). impacts of different types of teacher corrective feedback in reducing grammatical error on esl/efl students' writing. unpublished. suryadi. (2017). an analysis of students' writing skills in recount text at the eight grade students of smp negeri 2 kota jambi. journal of english language teaching, 1(1), 114-126. https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 received accepted published december 2020 february 2021 february 2021 the influence of using animated fims in speaking ability improvement riri narasati stmik ikmi cirebon narasati56@gmail.com abstract the background of this research is the lack of students’ interest in learning speaking which can be seen from the assessed scoring. the researcher made a teaching media, which is the animated film that is used in learning speaking. it is hoped that by using the animated film media, students will be more interested and more active in improving their speaking skills. in conducting this research, the descriptive statistic method using the class control and the class experiment is used. the data obtained are pre test and post test data which are then processed using wilcoxon. this way, at the end of the research it can be concluded that the use of animated films can improve speaking skills because there is a significant score difference between before and after using animated films as for speaking learning media. keywords: influence, speaking, animated film, introduction english has five basic aspects, which are writing, listening, reading, grammar, and speaking. speaking is the most important and fundamental aspect of communication. english is the language of communication so that good english language skills can be seen from basic speaking skills. richard said that speaking ability is a basic priority that all students must possess in learning foreign languages including english (2015: 1). from the definition above, it can be concluded that english is a language used to communicate between and the other and the communication uses basic speaking skills. mailto:narasati56@gmail.com jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 11 in the learning process of speaking in the classroom, researchers encountered a lot of passive class situations, which is not in accordance with the definition of successful speaking as been said by penny. penny stated that the learning process of speaking is considered a success if there is great participation from the students to speak. the students are also very active in expressing their idea through the spoken language (1999: 120). the learning process of speaking also tends to be unspontaneous because the learning process of speaking is memory-oriented. the students tend to memorize things that they have prepared beforehand. the thing that happened in the field is the lack of students’ activeness in the learning process of speaking; their lack of interest in the learning process of speaking made the researcher looks for solutions to make the learning process of speaking becomes a fun activity. in making the learning process of speaking more enjoyable, the researcher needs media to help the learning process of speaking to become more enjoyable. the purpose of this research is to make the learning process of speaking becomes a fun activity, by using this media as an aid, the students' speaking ability will be improved. students become more active compared with the previous learning process of speaking and students are expected to be more creative and not monotonous or memory-oriented in the learning process of speaking. this research is not new research since the use of learning media in the learning process of speaking is not the first time. in the past, there were some researches on the use of learning media in the speaking learning process. however, this research certainly offers new findings compared with the previous researches, one of which is the use of animated films specifically made to carry out this research, not from existing films or videos. some other earlier researches used some learning media as a way to improve students' speaking skills. one of them was conducted by miftah farid whose journal was published in jall in 2019. farid stated in his research that the use of ted video talks as the learning media can improve the speaking skills of junior high school students (2019: 62). there are three other literature journals on speaking which aim to improve students' speaking skills. the first one is rizqi akbarani who used the treffinger learning model to improve students' speaking skills. the problem-solving method is used in this learning method. this treffinger is improving the students’ speaking ability as well as the grammar aspect from the students. the second one is, the jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 12 journal from andri defrioka, which used the information gap activities method to improve students’ speaking skills. in this method applied by andri, there is always great interaction between students in the classroom so that the method is able to improve the speaking ability of the students. the third one is the journal from m. sayid wijaya and melyta sarim which used the inside out circle method. inside out circle is a learning method of speaking that puts students into two groups facing each other after the problem is given. according to m. sayid wijaya and melyta sari, this method can also improve students' speaking skills. in conclusion, the new media and method used by researchers are able to improve the speaking skills of students who become one of those backgrounds of this research. speaking based on widowson, speaking is a basic communication skill that is produced actively through speeches. a person who has the basic ability to speak (speaking) can be considered as having fluency and clarity as well as being active in using his foreign language skills (1994). lawtie also revealed about the importance of learning process of speaking because someone who learns a language will be able to know the language better through direct process of speaking. the succession of the language learning process is seen from how well a person is in a conversation and a good conversation starts with speaking. lawtie also adds that speaking is an essential skill to communicate between one another (2004). from the definition and the importance of learning process of speaking above, it can be concluded that speaking learning is a fundamental basis in the process of learning english. animated film according to harmer, film is a media that can aid the process of learning. films make the learning process becomes more fun and clearly focused. films can also improve the enthusiasm of students in the learning process (2001: 282). sadiman also added the function of animated films, which according to him, the animated films are able to deliver the informative and educational messages. informative, which means being able to provide new positive information. educative, which means being able to deliver new things related with the new learning. sadiman said that the informative and educational things from animated films helped students to apply them directly in speaking (2002: 76). jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 13 method this research was conducted in the quasi-experimental research design called the nonrandomized control group design. a quasi-experiment is as accused that takes place in real-life settings rather than in laboratory settings, they are often considered not truly experimental research, but rather correlational research, which involves identifying statistical relationships between two variables rather than causal relationships. according to creswell (2008: 314), below is the general overview of quasiexperimental design. table 3.1 quasi-experimental design preand post-test design time preand posttest pretest no treatment posttest design time select control group select experimental pretest treatment posttest group the research used a quasi experimental design (an experimental group and control group). this study was classified as quasi experimental research design, where the experimental group typically receives a new, treatment, a treatment under investigation, while the control group either receives a different treatment, or treated as usual. the populations in this research were all of first semester of students majoring in systems information and software engineering in stmik ikmi cirebon. the total population was 24 students. in this research, the sampling took the si students as the experimental group and rpl as a control group. there were two variables in this research. those variables were independent variable and dependent variable. according to arikunto (2006: 118), variables are the subject of a research, or the things that become points of attention of a research. the research uses two variables, they are independent and the dependent variable. in this research, the independent variable is the jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 14 use animation films for learning. the dependent variable in this research is the score of the students' speaking achievement. findings and discussion after doing free writing technique in experimental class and conventional technique in control group, here is the result of students' writing achievement: table 4.1 students' speaking ability in experiment and control class no. pre test experiment post test experiment pre test control post tense control 1 60 85 65 70 2 65 85 60 65 3 65 85 60 70 4 60 85 60 65 5 60 80 65 70 6 60 85 60 70 7 65 85 60 65 8 60 80 65 70 9 65 85 60 65 10 65 85 60 65 11 60 85 12 60 80 13 60 85 14 65 80 spss 21.0 is used to interpret the data. there are descriptive statistics analysis and wilcoxon. a. descriptive statistics a descriptive statistic in a research describes the data about student's achievement in writing both in experimental and control group. here is the table: table 4.2 descriptive statistics between experiment and control class descriptive statistics n minimum maximum mean std. deviation experimental pre-test 14 60 65 62.14 2,568 post-test experimental 14 80 85 83.57 2,344 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 15 pre-test control 10 60 65 61.50 2,415 post-test control 10 65 70 67.50 2,635 valid n (listwise) 10 based on the table above, we can conclude that the minimum score for the pretest experiment is 60, while the maximum score is 65. the minimum score after watching the animation film is 80, while the maximum score in the experimental class is 85. in the controlled class, the minimum score in pre-test is 60, and the maximum score is 65. after doing conventional method, the minimum score in controlled class is 65 and the maximum score is 70. there are differences in scores between the experimental and controlled group. in the experimental class, the average score is 62,14 in the pre-test and becomes 83,57 in the post-test. while in the controlled class, the average score is 61,50 in the pre-test and becomes 67,50 in the post-test. it means that there is a significant change in students' speaking ability in the experimental class before and after watching animation film. b. test of normality after getting the average score of the experimental class and controlled class, the data processing continues to the test of normality. table 4.3 test of normality tests of normality kolmogorov-smirnov a shapiro-wilk statistics df sig. statistics df sig. .369 14 .000 .639 14 .000 .443 14 .000 .576 14 .000 .433 10 .000 .594 10 .000 .329 10 .003 .655 10 .000 a. lilliefors significance correction from the data above it is illustrated that the sig is 0.03. in the statistical assessment of the test of normality, the data will be considered as normal if the sig value is bigger than 0.05. therefore, this data cannot be called as normal. since this data is not a normal data, this data cannot be processed as the paired t-test and independent t-test. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 16 the data in this research will be processed using wilcoxon to process the pre-test and post-test data. c. wilcoxon experiment class ranks n mean rank sum of ranks post-test pre-test negative ranks 0 a .00 .00 positive ranks 14 b 7.50 105.00 ties 0 c total 14 a. post-test <pre-test b. post-test> pre-test c. post-test = pre-test from the research data that has been obtained, a hypothesis is concluded: there is a difference in the learning outcomes of pre-test and post-test, which means that there is an effect of using animated film as a learning media in improving students' speaking skills. in processing wilcoxon data, there are three things that must be put into consideration, they are: -negative rank: from the data above, the negative rank from the pre-test and post-test is 0 from n, mean rank, and sum rank. it means there is no decrease in the score of the pre-test to the post-test. -positive rank: the data above shows a gap between the pre-test and the post-test scores. from the data above, there were 14 students who gained an increasing in the post-test scores after the experimental class was carried out in learning process of speaking using the animated films. the mean rank or the average increase was 7.50 while the number of positive rankings or the sum rank was 105.00. -ties: from the data above, the obtained ties is 0 ties. it means that there is a similarity between the pre-test and post-test scores. because the score is 0, there is no similarity between the pre-test and post test scores. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 17 statistics test a post-test pretest z -3,384 b asymp. sig. (2-tailed) .001 a. wilcoxon signed ranks test b. based on negative ranks. the basis of wilcoxon test decision making 1. if the asymp. sig value < 0.05, the hypothesis is accepted 2. if the asymp. sig value > 0.05, the hypothesis is rejected from the data above, it is obtained the asymp. sig 0.01, which means the asymp. sig is smaller than 0.05. therefore, the hypothesis in this research is accepted. then there is an effect of using animated film as the media in improving students' speaking skills. conclusions after conducting the research, some interesting things were found, one of them was the fact that the learning process of speaking requires some other media to attract students' curiosity and activeness. the learning media needed in the learning process of speaking nowadays is the kind of media that uses technology to arouse students’ interest. in addition to technology, choosing the proper theme in the media is also very important making the right topic of discussion in the learning process of speaking. the researcher in this case uses the trending issues that are known to students in order to make students more active and improve their speaking skills. in this study, a two-class experiment was used; the experimental class and the controlled class which use the students' pre-test and post-test scores. from this data, there is a difference showing that students who learnt the speaking using animated films as the learning media showed a significant increase in their scores. this thing is rather different from students who were in the controlled class who did not use animated films as the learning media in their learning process of speaking. students in the controlled class did not show improvement in their speaking skills. from this research, it is hoped that teachers can always make some innovations in the learning process of speaking. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 18 references akbari, rizki. (2019). “treffinger learning model in teaching speaking”. academic journal perspective. volume 7 (1) mei 2019 arikunto, s. (2006). prosedure penelitian: suatu pendekatan praktik. jakarta: pt asdi mahasatya. creswell, j. w. (2008). educational research: planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). upper saddle river, nj: pearson education, inc defrioka, andri. (2009). “improving students interactive in speaking class through information gap activities”. leksika vol.3 no.2 agustus 2009: 23-32 dn mahenza, r afriazi, gm hati. (2020). communicative activities implemented by english teachers in teaching english. jall (journal of applied linguistics and literacy) 4 (1), 28-37 farid, miftah. (2019). “ the effectiveness of using ted talks video in improving students public speaking skills in senior high school”. jall vol.3 no.1 september 2019 61-74 richards, jack c. (2015). developing classroom speaking activities: from theory to practice. retrieved on https://www.researchgate.net> publication ur, penny. (1999). a course in language teaching (practice and theory). cambridge: cambridge university press wijaya, m. sayid dan sari, melyta. (2017). “inside outside circle: teaching student’s speaking skills”. elt-echo, volume 2, number 2, november 2017 javascript:void(0) javascript:void(0) microsoft word ferra alfyna https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 received accepted published july 2021 september 2021 september 2021 the use of story face to improve students reading comprehension by narrative text ferra alfyna alfyna1116@gmail.com muhammadiyah university of jakarta aswir aswir@umj.ac.id muhammadiyah university of jakarta abstract the research aimed to analyze reading using by story face through visual material, story face. the research was conduct in the class 7.9 of smpn 03 tang-sel. researcher choose one classes as experimental class. the use purposive sampling technique by choosing 30 students and conduct pre-test and post-test to gather the researcher data. the experimental class was using story face on learning english. the research lasted for one month and researcher compared the results of pre-test and post-test through spss 22 to conclude the results of research. the experimental class results would be the conclusion of research as this class used story face during the lesson. the value of the df t-value is searched based on n=29 with a range of 0,025. its df t-value is 2,045. because the t-test value is higher than the df t-value (5000>2045) h1 is accepted and 0 is rejected, so the learning method is successful in improving student’s reading skill. it means that teaching english by using story face to improve reading comprehension by narrative text was significant. keywords : visual material, reading, story face. introduction in learning english there are four skills that should be mastered : listening, speaking, reading, writing. to learn english more quickly, lots of reading is important. the more reading, the more brain input on how the language works. reading in english can improve the vocabulary, grammar, and writing skills at the same time. reading is the best way to improve your vocabulary. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 114 articles, stories and conversation can help find and understand the meaning of words in the new language. reading also provides a repetition of the vocabulary words that have been include to help in remembering them. according to harmer as cited in margita (2017:2) said that ‘reading is useful for language acquisition, providing that students more or less understand what they reading is important because it develops our thoughts, give us endless knowledge and lessons to read while keeping our minds active. the importance of reading books to help us learn and understand cannot be underestimated, not to mention the vocabulary and thinking skills we develop. when you read, you get to know many things which you might not have come across otherwise. so, by reading, you will be able to enhance your knowledge. with bits of information, you are able to fill up your head. the more you read, the more word you come across and they make the way into your daily life. when you start making use of the good words in your day to day life, you tend to feel satisfied and happy. being able to speak well with a good vocabulary, you feel confident and also it is the key to any successful profession. it is important to be aware of the obstacles to reading in the classroom. you should be aware that all the people in the classroom, including yourself, are filtering and interpreting every word through a personal screen of attitudes, values, assumptions, judgements, past experiences and strong feelings. be aware too that reading behaviour will be influenced by factors such as age, sex, cultural background and even physical appearance and mannerisms. in some cases, you, as the teacher, will simply need to make allowances listening in others and take positive action to remedy the situation. at some stage, all students will feel some degree of anxiety, and for some it can be a disabling experience, preventing them from reading, learning and participating in jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 115 the classroom. the student’s anxiety may be social, caused by fear of other students or of the teacher or it may be caused by a fear of academic failure. it is important to identify the cause/s of the anxiety which will help the student to relax and listen. teachers should also be aware that all students learn in different ways, some being extroverted and outgoing while others choose not to participate actively in group discussions or role plays. both learning styles indicate that students learn in their own preferable unique way.read, the more they read, the better they get at it. method in this research, the researcher used quantitative research. it applied a quasi experimental design to improve the effectiveness of the use of strory face to improve students reading comprehension by narrative text. quantitative data is the systematic empirical investigation of observable phenomena via statiscal, mathematical, or computional techniques. creswell (2014:4) stated that the quantitative research is an approach for testing objective theories by examining the relationship among variable. these variables, in turn, can be measure, typically on instruments, so that numbered data can be analyzed using statistical procedures. according cresswell as cited in monica (2017:24) a quasi experimental is called when individuals are not randomly assigned. besides, creswell (2012:297) adds that “quantitative researchers randomly select a sample from a population”. martella, nelson, (2013:160) explained that true experimental design are the only experimental designs that can result in relatively definitive statements about causal relationships between variables. cresswell as cited in monica (2017:25) explained that variables refer to the characteristics or attributes an individual or an organization that can be measured or observed and that varies among the people or organization being studied.there are two types of variables in this study. first, the independent variables, story face as a variables x. second, the dependent variable, students reading comprehension by narrative text as variable y. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 116 the method of collecting data is pretest and post-test. researcher gave pretest to experimental classes before using the “story face” in the classroom during reading class. then, after using story face in the class, researcher gave the post-test to the students. in this research, the researcher administered tests to the sample. the tests were conducted by two phases; pretest and post-test, pretest was conducted by the writer at the time before the treatment. meanwhile the post-test was performed after the treatment. pretest was given to the seventh grade students. in the pretest phase, the reasercher gave a text for the students; they read the text. after the pretest, the researcher taught about reading in the experimental class. the researcher gave 7.9 class the same materials but with different instruction. the experimental class was taught by using story face while the control class without using story face. after giving the treatment, the researcher conducted post-test to determine whether there was a significant progress on students reading achievement in experimental class who have treated by story face. formulated in the post-test were similar to them in the pretest. findings and discussion as describe in the previous chapter, the researcher held the research at smpn 03 tangerang selatan. the researcher held the research by taking students’ scores of tests (pre-test and post test). the pretest was given before the treatment and post-test was given after the treatment finished. the data described in two sources; experimental and control classesdata. each table consists of students’ scores of pre-test and post-test. based on the result of t-test paired samples pre-test and post-test from the students above, the researcher analyzed the result to find out teaching english by using narrative text. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 117 the result of the data analysis showed that by using t-test formula is the df of this class 29 and 0,05 is a total error of the reability statistic. from 0,05/2 to 0,025 and the value of the df t-value is searched based on n=29 with a range of 0,025. its df t-value is 2,045. because the t-test value is higher than the df t-value (5000>2045) h1 is accepted and h0 is rejected, so the learning method is successful in improving students’ reading comprehension. it means that teaching english by using story face to improve students reading comprehension by narrative text was significant. if the result calculation h0 is higher than h1, the positive hypothesis (h1) is accepted and the negative hypothesis (h0) is rejected. it means that the use of story face by narrative text is effective. the reading scores of the students in the experiment class after the treatment with story face were higher than their score before the treatment. it can be seen from the students’ post-test (84,5) which is higher than their pre-test scores (63,5). the significance value of students’ reading test result which were higher 2,045 with 0,5 significance shows that this method gives significant improving to students’ reading. conclusions the conclusion of the study is built up based on the findings and analysis of the data presented in the previous chapter. from the result presented in the table above, the avarage score of experimental class was 84,5 meanwhile in control class that is taught without using strory face strategy, the avarage score 63,5. it means that alternative hypothesis (h1) was accepted and the hypothesis (h0) was rejected. this strategy gave positive contribution and better result in students’ reading achievement. references abrams, zsuzsanna i (2019). collaborative reading and text quality in google docs, international journal university of california santa cruz , 23-27. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 118 bedrimiati, (2012). the effect on students’ reading comprehension of narative text 51-58. retrieved http://www.the effect students reading comprehension-narrative text.repository.uin-suska.ac.id/9462/1/2012_2012272.pdf strategicreadingon students’ reading comprehension of narrative text, 6-9. carel & eisterhold (2013) ssr activity can be effective in helping learners become self-directed, 11-23. creswell (2017). quantitative research methods aproach for testing objective theories, 71-79. ekaterina. 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(2015). teaching reading comprehension to students with learning difficulties, international journal, 35-44. kintsch (2015). reading comprehension is the product of processes operated during reading to create a mental, 73-81. lusiana & yetti (2018). using story face strategy in teaching reading narrative text at junior high school, 41-59. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 119 mislaini (2015). improving students’ reading comprehension of narrative text, 42-56. mufidah (2018). the effectiveness of story face in teaching reading comprehension, 66-72. wenden & rubin (2015). identify seven reading strategies that are used by good readers, 55-59. ramboot olivia, & endry, b. (2018). improving reading comprehension skills through blenden leraning 25-32. retrieved fromhttp://repository.uinsuska.ac.id=/9462/1/2012_2012272.pdf https://jurnal.unigal.ac.id/index.php/jall/index https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 received accepted published august 2020 september 2020 september 2020 the analysis of students’ ability in writing short stories ikin syamsudin adeani ikinsyamsudin@gmail.com indonesian education department, universitas galuh abstract this researchis aimed to determine the students’ ability of indonesian education study program,faculty of teacher training and education, galuh ciamis university, in writing short stories. the students are still lack of studying the literary of short story, instead they tend to read the popular short stories. the method used in this research is descriptive method. the results of this study are as follows. first, to obtain the clear illustrationwhether the students are able to write literature short stories or popular short stories. second, to position their short stories in the development of indonesian short stories, especially among students. keywords: analysis, writing short story, literary short stories, popular short stories introduction language skills include four aspects. first, the aspect of listening skill, second, aspects of speaking skill, third, reading skill, and the fourth is writing skills. the four language skills are related to each other. the four language skills not only support within the scope of the language but also in the scope of life (septiaji, 2017). ideally, all these skills must be mastered by every student. of the four language skills, there is the difficult skill, namely writing skills, more specifically is short story writing skills as it is also mention in halim, hartati, & lestari (2019). short story writing skills include two elements, namely intrinsic elements and extrinsic elements. intrinsic elements are elements that build literary works from inner-self (sastrawacana, 2018). the intrinsic elements consist of themes, time and place settings, atmosphere, plot, characterization, point of view, moral values, and https://jurnal.unigal.ac.id/index.php/jall/index https://jurnal.unigal.ac.id/index.php/jall/index 114 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 message. themes are the main concept, ideas, or main thought that become the basis of story. characterizations are imaginary individuals who experience events in a story. plot is the series of events in a literature work to achieve certain effects. setting is all information about place, time and atmosphere. characterization is the techniques of the author of how to perform the character of the character in the story. viewpoint is the way of the author of how to perform stories. the speech is the message that the author wants to convey to the reader (qipper blog, 2018). in addition, extrinsic elements are elements that build literary work derive from the outside of the author (sastrawacana, 2018). extrinsic elements are as follows 1) the background of a creation refersto when the literary work is created; 2) social condition refers tothe social condition either in the economic, social, cultural, or politic, at the time the literary works are created. in other words, the factors such as the biography of the author, religion, and the philosophy adopted by the author, history, socio-economic conditions of the community that underlie the creation of literary works (quipper blog, 2018). in the study of literature, we know two kinds of literatures. first, serious literature (interpretative literature). this kind of literature needs the readers to interpret its work. second, entertainmentliterary or escape litetature (admin, 2018). serious literature work demands the reader to interpret the literarywork in a deep contemplation, while entertainment literature works is to escape boredomfrom the daily routinethat is difficult to resolve. becauseof that, suchliteratury works are called also popular literature orpopliterature. the differences between popular and serious literaturesare as follows: 1) popular literature is not too intense in revealing the essence of life while serious literature much emphasizes the nature of life in depth; 2) the content of popular literature tends to be mild, so that its content is easier to read, while serious literature is more weight, so it requires a higher concentration of reading power; 3) popular literature tends to be more devoted to the taste of its reader, while serious literature does not have many readers; 4) popular satra provides entertainment directly from its content, while serious literature pursuits of aesthetic effects; 5) popular literature is more stereotype and does not prioritize elements of renewal, 115 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 while serious literature is not so stereotype that there are many renewal elements (rokhmansyah, 2011). in the indonesian language curriculum of faculty of teacher training and education,galuh university, it has been explained that writing skill is taught in the fifth semester in two credits. one of these skills is learn to write short story. theoretically and practically, literary writing learning has been taught to the students. in practice, the main problem of this research is to know how students are able to write short stories. is the literary work written by the students classified into popular short story or short story? among the students, to which level is the short story written by the students of indonesian education study programof fkip galuh university included? this research is conducted to find out the absorption of students in the ability to write short storyand its implication in developing short story writing skill in daily life. method this research is a qualitative research using descriptive method. this descriptive research produces the descriptive data in the form of short stories written by the students. this method is accomplished by using deep understanding and empirically studied. the possibility of the short stories studied is classified into two groups. first, popular short stories group, second, literary short stories group. popular short stories only stimulate the reader to read but not to interpret (darma, 2019: 6). second, the literary short stories group (short stories that require deep thought). as darma reveals that serious literature offers deep reflection or contemplation (darma, 2019: 7). research resultand dicussion research result synopsis of the first short story entitled cinta dalam rindu by as. i admired taufik, missed him until carried away in a dream. in the next meeting, i was invited to his birthday party. this time i was wearing a hijab so that i was hardly known. 116 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 at his birthday party, taufik brought a song for the girl next to me. it made me feel uneasy and wanted to go home. that girl then hugged him. the love that had beenkeptsince a long time got dispersed. before going home, taufik held my hand while expressing his love. all friends supported him, and so did that girl. taufik's love was only to me, that girl was just his best friend. my heart turned to be so cheerful because of his love. intrinsic elements: 1. theme: don’t be hopeless so fast 2. setting: daytime proof: i really wanted to go home fast place: in a cafe proof: “taufik! the girl screamed calling him. 3. situation: sad and cheerful ending 4. plot: forwarding proof: the plot is explained starting from the introduction to the conflict solution 5. characterization: i : quiet girl with deep love. taufik: kind young man with many friends shila: taufik’s best friend friends: support taufik’s love 6. viewpoint: the first character is the main character. this short story used personal pronoun “aku” as the main character and tell about herself. 7. value moral value: keep quiet by watching better than acting up a lot of behavior 8. message: don’t easily give up in thislife and be sure to the destiny of allah. extrinsic element extrinsic element contained in this short story is the moral value, namely the level of patience on the part of women is very necessary to achieve essential happiness. 117 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 synopsis of second short story entitledtasbih cinta shafaby el. shafa had long been enough to have relationship with dava. his sincerity hadconvinced shava's heart to wait for his proposal. unfortunately, the relationship between the two of them was not blessed by shafa's parents because of their different religions. anyway, dava had to think about their relationship again. since then dava just disappeared. only to pipit was one friend to pour out his heart. one night, shava received pipit. with great doubt, pipit handed over an envelope containing photos from her old friend. upon returning from pipit, the envelope was opened, to shafa's surprise, it turned out that the photos were dava's wedding photos with the girl of his choice. seeing that reality, shafa cried. his heart received god's fate that dava was not his soul mate. intrinsic elements: 1. theme:mate is in the hand of god. 2. setting: place: night time proof: she welcomed pipit entered her house soon time: in seconds, a happy wedding photoswereattached 3. situation: being sad as failed to get married 4. plot: forwarding the plot was begun from the introduction to the conflicts and ended with the solution of the story 5. characterization: shafa: failed to have a love because of the different religion dava: a young man who is firmed with religion pipit: a girl who became shafa’s best friend 6. view point: the third character became the main character. this short story used the third character (shafa) to be the main character and revealed her relationship with her lover who was different religion 7. value: moral value: being patient to receive the fate of god 8. message: being patient while praying to have a couple blessed by allah. 118 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 extrinsic elements extrinsic elements contained in this short story are moral values, the need for a high level of patience accompanied by a prayer to god. synopsis of third short story entitledaku, kamu, and dia by ev. lia started to know rizal by telephone. their relationship was getting closer and finally fell in love. one day rizal did not want to pick up lia. once time, seeing rizal riding on sulis. they looked very affectionate. inquired of having been curious, it turned out that sulis was indeed dating with rizal. when asked about the problem, it was admitted that rizal was dating with sulis. hearing his confession, lia felt cheated by rizal and she did not want to get close to such a man like him. intrinsic elements: 1. theme: love cheater 2. setting: place: day time time: week after week had been passed by lia, but she was very curious about the relationship between sulis and rizal..... 3. condition: much disappointment 4. plot: forwarding the story line was arranged neatly starting from the introduction to the conflicts which then went down to the solution. 5. characterization: lia: the innocent girl who loved rizal sulis: lia’s best friend who grabbed lia’s boyfriend rizal: a young man who liked making a pool of a woman 6. view point: 119 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 the third characterbecame the main character. this short story used a third charcter (lia) to be the main character and told about herself and her boyfriend who liked cheating 7. value: moral value: being patient because her boyfriend was cheating 8. message:by being patient while praying to allah. god willing, it would be reunited with his soul mate extrinsic element: extrinsic element contained in this short story isa moral value, the need for a high level of patience accompanied by a prayer to god until the future time that she would be met with her soul mate. synopsis of the fourth short story entitled di antara dua hati by ik. aini had been in contact with dulfi for two years. however, in the past three months he had been in love with fazri. he was an adult man who knew aini's heart. he was more open to aini’s family. one day fazri was sick. aini intended to visit and bring his favorite food. when reaching his boarding room, how surprised aini's heart saw fazri kissing with his male friend, bisma. from that moment aini no longer had anything to do with the immoral man. aini regretted the decision she had made. intrinsic elements: 1. theme: love cheater 2. setting: place: cried on the way home time:i wished he would be happy and healed when being visited by me 3. situation: full of disappointment. 4. plot: forwarding the storyline was arranged neatly starting the introduction to the conflict continued to the solution 5. characterization: i: a woman who made a mistake to choose a man dzulfi: the man whose love was left behind 120 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 fazri: a lesbian guy bima: a lesbian guy 6. view point: the first person became the main character. this short story used the first person to be the main character and told about herself and her lesbian boyfriend 7. value moral value: being patient and soon left him because her boyfriend was a lesbian or gay. 8. message: being patient while praying to allah. god willing, it would be reunited with his soul mate extrinsic element extrinsic element contained in this short story wasa moral value, the need for a high level of patience accompanied by a prayer to god so that one day she would be met with her soul mate. synopsis of the fifth short story entitled waiting for the dusk by lin. waiting for someone who was missed for so long was tiring. the heart idol had not returned for a long time. i still loved you like dusk picking up the night peacefully. finally, he lost his faith to the point that he wondered if she missed him. the only memorable song "hanya rindu" became a friend at that time. intrinsic elements: 1. theme: waiting someone who did not comeback 2. setting: place: in the dusk. time: … and i was still waiting until this time 3. situation: painful 4. plot: forwarding the storyline was arranged neatly starting the introduction to the conflict continued to the solution 5. characterization: 121 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 i: a lonely girl because of being left behind by her soul mate he: a young man who went away with no news 6. view point: the first person became the main character. this short story used the first person to be the main character and told about her loneliness 7. value: moral value: being patient and hopeful 8. message: waiting for a long time made her more patient extrinsic element: extrinsic element contained in this short story wasa moral value, the need for a high level of patience accompanied by a prayer to god so that one day she would be met with her soul mate. synopsis of the sixth short story entitled jera by ci. i knew andre through shasa by telephone. recently, he often called me about cats and the same type of music. they were rarely together because bothof them had a busy life. my relationship with him almost broke up because he closed himself. the love that started to grow was going to be left. lala was my loyal friend. from her,i knew that liked to play girls. seeing that reality, i don't want to relate to him anymore. i let him belong to another woman. one day he (andre) came back to me and tried to seduce me again. i stuck my position, i didn't want to see his face again. goodbye. intrinsic elements: 1. theme: don’t want to be a male game 2. setting: place: day time time: it is going to be the nigh time, but there is no really dusk as usual 3. situation: heartache should not be dragged on, there must be a limit 4. plot: forwarding the storyline was arranged neatly starting the introduction to the conflict continued to the solution. 122 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 5. characterization: i : a patientgirl who is, and is steadfast in her stance andre: young man who likes play love lala: a loyal friend of “i” character 6. view point: the first person becomes the main character. this short story uses the first person to be the main character and tells about his heartache because of young man 7. value: moral value : be patient and steadfast in your stand 8. message : high patience and keep praying to allah the almighty his soul mate will be facilitated extrinsic elements extrinsic elements contained in this short story are moral values, the need for a high level of patience accompanied by a prayer to god so that one day they will meet their faithful partners. synopsis of the seventh short story entitledlove never comes by ni. the meeting on the bus after school was very thrilling. misya was a gentle and beautiful girl. as a better way to get closer, he borrowed a book and he agreed to his loan. his feeling was in the air so high, and then he wrote a love letter later. on a schoolfarewell day, abeautiful dream with misya was foundered. he has found everything more than me. i was forced to stop loving him because he had found an established young man. intrinsic elements: 1. theme: lost hope 2. setting: place: daytime time: about 25 minutes the bus arrives at misya’s destination… 3. situation: loosing hope makes the heart sad 4. plot: forwarding 123 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 5. the storyline is arranged from the introduction to the conflict continues to the resolution of the conflict (love never comes) 6. characterization: i : young man who does not get his love misya: beautiful girl whom rehan loved young man: misya’s boyfriend 7. view point: the first person becomes the main character. this short story uses the first person to be the main characterand tells the story of himselfbeing hurt because the established young man has taken misya 8. value: moral value: be patient and still have another replacement 9. message: reach the idea first then to achieve love extrinsic elements extrinsic elements contained in this short story are moral values, the need for a high level of patience accompanied by a prayer to god so that one day they will meet their faithful partners. synopsis of the eighth short story entitledmawar berduri by ai. ifan was thinking about dinda. in his heart, dinda's love was the only was expected. one day they went together at the high school reunion. that moment was the right time to express his heart to dinda. arriving at that place, dinda wanted to go to the toilet. on the way, accidentally dinda met dea. having finished from the toilet, they sat in the back of the garden. dea conveyed dinda's longing. they cuddle like lovers. ifan who was peeking from behind really felt disappointed. it was found that dinda was really a lesbian. being disappointed, ifan left them both. intrinsic elements: 1. theme: disappointment 2. setting: place: high school reunion day time: day time 124 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 3. situation: lost of hope as his lover was alesbian. the storyline is arranged from the introduction to the conflict continues to the resolution of the conflict (his lover is a lesbian) 4. plot: forwarding the storyline is prepared starting with the introduction to the conflict continues to the conflict resolution (forced to part because of disappointment) 5. characterization: ifan: a normal youngman dinda: a lesbian girl dea: a lesbian girl 6. view point: the storyline is prepared starting with the introduction to the conflict continues to the conflict resolution (forced to part because of disappointment) 7. value: moral value: be patient because as his lover is a lesbian 8. message: find a girl who has normal behavior extrinsic elements extrinsic elements contained in this short story are moral values, high patience must be possessed by a man to get a normal partner. lesbian is a behavior that is not normal in god's view. discussion language proficiency is very important in writing short stories. it is reasonable that there should no be mistakes in language aspect in writing short stories. such eyd (indonesia completed spelling) mistakes can be seen from the short stories written by the students, as follows: first, shortstory of cinta dalam rindu. mistakes should be memimpikanya, kemauanya memimpikannya, kemaunnya aku tau aku tahu masing masing masing-masing 125 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 the first error is the word plus the suffix -nya, so the letter n is written twice. the second mistake is influencedby sundanese language, it should be written “tahu”. next,the third error without the joining sign (-) should be written respectively. second, short story oftasbih cinta shafa. mistakes should be 3 bulan tiga bulan meletakan meletakkan isya isya the first error in figure 3 must be replaced with letter ”tiga”. the second mistake is the location of the word plus the suffix “–kan” the letter “k” should be two letters. the next statement is that the word “isya”should be written in the capital“isya” because of religious affairs. third, short story ofmawar berduri. mistakes should be di barengi dibarengi diseberang di seberang ifan ifan ku rindu kurindu the first error is that prefix “di-“ must be coupled with the word following it to be written together. the second error is preposition should be written separately with the word following the word “di seberang”. the third mistake is the name of a person written in lowercase letters, it should be capital letters like ifan. the fourth error in writing personal pronoun “ku-“, it should be written in a word following to it, it should be written “kurindu”. fourth, short story ofkasih tak sampai. mistakes should be rehan rehan di sadari disadari menggaruk-garukan menggaruk-garukkan tau tahu ranting nya rantingnya 126 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 the first mistake of the first letter of a person's name should be written in capital letters, so it should be “rehan”. the second mistake is writing the prefix of “di-“ is not in series, it should be written in a series with the word that follows to it “disadari”. the third mistake is the suffix “–kan”, if it is added with the word “angguk” so the letter“k” becomes double as “menggaruk-garukkan.” the fourth mistake is the word “tau” due to the influence of sundanese, it should be written “tahu”. the fifth mistake is writing the suffix “-nya” which is not written in a series with the preceeding word, it should be written “rantingnya”. fifth, short story ofjera. mistakes should be darisanalah dari sanalah terus terus terus-terus ku tuliskan kutuliskan dibalik di balik the first mistake is that the two words written in a series, it should be written separately, so it should be “dari sanalah.” the second mistake is no hyphen in the repeated word, it should use hyphenmark and thus written as “terus-meneus.” the third mistake is in the prefix “ku-“ is not written in a series, it should be “kutuliskan.” the next mistake is that preposition is equated with the prefix “di-“, the preposition should be written separately, so it is written “di balik.” sixth, short storymenunggu senja. mistakes should be tunggu menunggu tunggu-menunggu disini di sini doa – doa ku doa-doaku the first mistake is writing the repeated word that does not use the joining sign (-), it should be written “tunggu-menunggu”. the mistake of writing prepositions coupled with the words following it, it should be written separately, so it is written “di sini.” the next mistake is writing the separated repeatedword and uncoupled suffix “ku”, so it should be written as a series of “doa-doaku”. 127 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 seventh, shortstory di antara dua hati. mistakes should be diatas di atas hari hariku hari-hariku kekanak kanakan kekanak-kanakan the first error is in writing preposition in which it is written in a series with the word following to it, it should be written separately namely “di atas.” the second error is writingthe repeated word that does not use hyphen mark (-), so it should be written “hari-hariku.” the next mstake in writing the repeated word that does not use hyphen mark (-), so it should be written “kekanak-kanakan.” eight, short story aku kamu dan dia. mistakes should be lia lia 2 minggu dua minggu lama kelamaan lama-kelamaan the first mistake is in writing the name of a person in lowercase letters, it should be written in capital letters, so it should be written “lia.” the next mistake is writing the figure 2, it should be in letter (dua) so it should be written “dua minggu.” the last mistake in writing the repeated word that does not use hyphens (-), it should be written “lama-kelamaan.” in addition to the use of language, the more important of short story is processing the theme. the theme that is processed can be traditional and nontraditional themes depending on the ability of the author. the depth of the short story lies in the author's experience in processing theme. the following is a short story analysis in terms of the processing of the theme. first, short story of cinta dalam rindu. in this short story, it was told that two teenagers got acquainted with each other. eventually, the woman got closer and she finally fell in love with the young man named taufik. but, she putits feeling in her heart. on one occasion at a birthday party, taufik had a chance to hug another girl. that action made the main character hated it but was hidden away until she wanted to leave the birthday party. 128 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 before returning home, taufik intercepted her. taufik held her hand while expressing his love. all his friends shouted in support of him, including the girl whom taufik had embraced earlier. apparently, they were friends. finally, she happily accepted his love such a love story is common among teenagers. this short storyis a popular style. the author gave score 75. second, the short story of tasbih cinta shafa. the characters in that short story seemedto be more mature because they had been dating for a long time and were waiting for marriage. dava's maturity had convinced shafa's heart. but shafa’s father thought that it was not only mature, but also belief was more important. dava’s religion was different with shafa’s;so their relationship was not approved by his father. since then, dava disappeared. everything was only devoted out on pipit, shafa's only friend. one night pipit visited to shafa to send the envelope. having pipit returning home, shafaopened the envelope and found that there was a photograph of dava's wedding with another girl. how disappointed shafa's feeling was that she got crying. finally, shafa accepted god's destiny that he was not her soul mate. this short story looked more complicated than the first one. her separation was not because of love, but different religion. the author gave a value of 80 even though it was popular style. third, short stories kasih tak sampai. the initial meeting on the school bus continued to subsequent meetings. his approach to borrowing her book got successful. then he ventured himelf to make a love letter. day after day, his love to her was getting abundance. misja, on a farewell party, a tender and sincere girl was handed by a young handsome boy who was far more everything than me. beautiful dream with misja blew around. beautiful flowers that began to bloom instantly withered buds no longer passionated. this short story has a popular style and the writer gave score 75. fourth, the short story of jera. this story started from the similarity of cats and the similar type of music. this closeness was getting more intimate relationship. this intimacy is increasingly 129 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 changing because of the different activities. however, the more i love, the more i wasted. from lala, i got the news that andre frequently played with women. one day, he came to me with his seduction. but i refused his presence because he came just to leave me again. he's the type of guy i don't expect. even now i'm sick of seeing it. the short story is a kind of popular style by displaying andre's character who likes changing girlfriends. the character of “i” is not the type of woman who likes to be played with love. therefore, she does not want to see his face again. this short storybelonged to the popular short story. the author's assessment of the short story was 75. fifth, short story ofmenunggu senja the act of waiting for beloved friend for so long was very boring. moreover, the beloved one whom was being waited for was no news. until she lost her faith, in her heart, she wondered whether she still loved her or not. all that's left was the memory song "hanya rindu" that was floating in her heart. for a woman who was so patiently waiting for the presence of beloved one was in vain. this short story was still in a popular style and the writer gave score 75 to it. sixth, the seventh short story of diantara dua hati. the love story between aini and dulfi could be said as mediocre. they had been in relationship for more than two years. lately, aini prefered to choose fazri, because he was more mature, open to aini and her family. so, fazri was her last choice and dulfi abandoned her. one day, fazri got sick, aini intended to visit him and brought his favorite food. arriving in his boarding room, aini got disappointed when she saw fazri kissing bisma, his male friend. seeing the strangeness like that, she was sure that fazri with bisma were both gay. she felt very sorry choosing fazri and soon she left the two of them with deep emotional wounds. the processing the theme of its story could be classified into a new theme. this short storywas included into non-traditional themes. the author gave score 90. seventh, the short story of aku,kamu dan dia. 130 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 the story of the short story was begun with an introduction by telephone. the longer it got, they finally got dating. one day, rizal did not want to pick her up. even, he was closed with sulis. when he was asked directly about his relationship with sulis, rizal answered firmly that she was his girlfriend. rizal's careless attitude made her uncomfortable. finally, lia felt sorry for having been fooled by the irresponsible man. such an action like that is often carried out by men. this short story was classified as popular short story. the author gave score 75. eighth, the short story ofmawar berduri the love story of ifan with dinda was very happy. one day, they went to a high school for reunion. that was the right time to express his true love. when dinda asked for permission to the toilet, she accidentally met dea, her female friend. it turned out they were already closely related lovers. both of them embraced as if they werea pair of lovers. that was finally known by ifan. seeing this reality, ifan felt disappointed because dinda and dea were lesbians. sorrowfully, he left those who were mad in love. the story of the lesbian lifewas a story cursed by god and as a short story it was included into the non-traditional story. the author gave score 90. conclusion at the end of this part, writer wants to convey some conclusions. first, the ability of students to write short stories is generallystill at a basic level. in terms of form, there are still some errors, especially in the use of eyd (official indonesian spelling system). for the author (the students), in the case of writing short stories, they do not make any mistakes in accordance with the terms of eyd usage. second, in terms of content (theme), the students can develop their writing into the traditional themes based on their experiences, except for the two students who have been able to write non-raditional themes. third, in terms of comparing the short story writing development, the students of outside galuh university need a special training especially in the basic group. in general, the training of short story writing in terms of improving knowledge should be continued outside of the meeting hours (extracurricular). for example,improving and comprehending the philosophy, 131 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 psychology, social, economics, history, politics and religion. thus, the discussion of problems in the short story is not only a matter of youth love, but more in-depth to the non-traditional theme (serious satra or true satra). it was stated by budi darma that the difficulty to write mainly stemmed from the lack of a person's ability to think critically. perception of obscurity is a source of weakness for someone to find problems that can be written (darma, 2007: 4). references admin. (2018). https://ceentina.com/sastra-serius-dan-sastra-hiburan. darma, budi. (2019). pengantar teori sastra. penerbit buku kompas. ejaan bahasa indosesia yang disempurnakan eyd terbaru (permendinas nomor 46 tahun 2009). (2010). yogyakarta: pustaka timur. halim, i. a., hartati, a., & lestari, z. w. (2019). the use of portfolio assessment of writing skill in descriptive text. jall (journal of applied linguistics and literature), 75-85. quipper blog. (2018). https:quipper.com/id/blog/maple/bahasa-indonesia/unsur intris. rokhmansyah, alfian. (2011). http://www.alfianrokhmansyah.com/2011/10/sastraserius-dan-sastra. sastrawcana. (2018). https://sastrawacana.id/mengenal-unsur-intrinsik-danekstrinsik-karya. septiaji, aji. (2016). https://www.kompasiana.com/ajiseptiaji/5a436eof5e1373752f7a5f23/k https://ceentina.com/sastra-serius-dan-sastra-hiburan http://www.alfianrokhmansyah.com/2011/10/sastra-serius-dan-sastra http://www.alfianrokhmansyah.com/2011/10/sastra-serius-dan-sastra https://sastrawacana.id/mengenal-unsur-intrinsik-dan-ekstrinsik-karya https://sastrawacana.id/mengenal-unsur-intrinsik-dan-ekstrinsik-karya https://www.kompasiana.com/ajiseptiaji/5a436eof5e1373752f7a5f23/k microsoft word 5064-17635-1-rv.ok https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 received accepted published july 2021 august 2021 september 2021 teaching english by using vlogger video to increase vocabulary hafidah fitri fitrihafidah6@gmail.com muhammadiyah university of jakarta hasanul misbah misbah.hasanul@gmail.com muhammadiyah university of jakarta muhammad sofian hadi m_sofianhadi@yahoo.com muhammadiyah university of jakarta abstract the research aimed to analyze vocabulary by using vlogger video through visual material, vlogger video. the research was conduct in the class 8.7 of smpn 03 tang-sel. researcher choose one classes as experimental class. the used purposive sampling technique by choosing 30 studentsand conducted pre-test and post-test to gather the researcher data. the experimental class was using vlogger video on learning english. the research lasted for one month and researcher compared the results of pre-test and post-test through spss 22 to conclude the results of research. the experimental class results would be the conclusion of research as this class used vlogger video during the lesson. the value of the df t-value is searched based on n=29 with a range of 0,025. its df t-value is 2,045. because the t-test value is higher than the df t-value (5000>2045) h1 is accepted and h0 is rejected, so the learning method is successful in increasing students’ vocabulary skill. it means that teaching english by using vlogger video to increase vocabulary was significant. keywords: visual material, vocabulary, vlogger video. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 2 introduction vocabulary is one of important factors in all language teaching, students must continually learn words as they learn structure and as they practice sound system. sometimes, it’s difficult to determine the words that students related to vocabularies such as : meaning, spoken/written forms, collocations, connotatons, grammatical behavior, etc. neuman and drawyer (2011, p. 44) said that vocabulary can be defined as the words someone must know to communicate effectively: words in speaking (expressive vocabulary) and words in listening (receptive vocabulary). according to the researcher, vocabulary is the most important basic and element in a language. without mastering vocabulary, someone will be difficult to learn a language. vocabulary mastery is an important thing in order to master four major skills such as speaking, reading, writing, and listening. the hypothesis of explicit vocabulary learning would instead support the use of planned strategies to actively pay attention to learning new words chacon beltran et al (2010, p.4). learning vocabulary needs a process. in order to make an effective process, the learner should be in the effective condition of acquiring vocabulary mastery. besides need motivation during learning process, motivation itself is an encouragement, interest, and desire to achieve goals also a certain purpose (ari et.al 2021). on the other hand, argues that learners do not only need to recognize words and their meanings, but “they need to know how to use the words appropriately to express their own meanings”. allan (2010, p.112). researchers decided to use vlogger video because the effective use of video requires knowledge and planning. the use of vlog in learning process is useful for teachers and students because vlog is able to make the students more interested and entertained in the following learning process. the use of vlog can help brain development jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 3 on the students. the research focused on improving student’s vocabulary through vlogger video and researchers used test to gather and results teaching english by using vlogger video to increase vocabulary. thus, researchers named the research entitled teaching english by using vlogger video to increase vocabulary. method the researchers used quantitative method and quasi experimental in research. howard (2014, p.1) and creswell (2018, p.215) explained that quantitative method used hypotheses, variables and statistic formula to analyze the results. then, in quasi experimental design, the researchers needed to give stimulus in research process, but the researchers did not help the participant too much and researcher only facilitated students with learning media in classsroom. as for teaching vocabulary, the researcher used vlogger video from youtube. researcher would showed the vlogger video in classroom. the content mainly used vocabulary in the vlogger video and researcher use this method in research. then, researcher composed population and sample in research. creswell (2018, p.204) notes that population group of individuals and those individeuals have same characteristics to each other. based on this definition, researcher concluded that the population was 8.7 classes in smpn 03 tang-sel. after choosing population, researcher selected the sample of research. cresswell (2018, pp.204-295) explains that sample is a sub-group of population which researcher plans to study as the representation of population. in other words, sample is a small portion of population that researcher uses as the participant of research to gather the data. the sample for research was 8.7 classes from the population. researcher would use 30 students in class as sample for collecting data during the test.then, cresswell (2018, jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 4 p.215) explained that quantitative method needed the research variables, the researcher concluded two variables in research as the researcher would use quantitative method in research. the research had two variables, such as (1) independent variable and (2) dependent variable. the independent variable of the research (x variable) was vlogger video. then, the dependent variable of the research (y variable) was student’s vocabulary in teaching english. as the researchers needed to gather the data, the method of collecting the data were pre-test and post-test. researcher would give pre-test to experimental classes before using vlogger video in experimental class. then, after using vlogger video researcher would give post-test to experimental class. after collecting data, researcher needed to analyze data through statistic formula, the method of analyze was t-test. researcher would use ibm spss 22 and microsoft excel as media to analyze data. findings and discussion table 1.1 paired samples statistics mean n std. deviation std. error mean kelas 8.10 nilai pre test 70.67 30 3.144 .574 nilai post test 83.83 30 3.640 .665 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 5 table 1.2 paired samples correlations n correlation sig. kelas 8.10 nilai pre-test & nilai post-test 30 .522 .003 paired samples test paired differences t df sig. (2tailed) mean std. deviati on std. error mean 95% confidence interval of the difference lower uppe r kelas 8.10 nilai pretest nilai posttest -13.167 3.343 .610 -14.415 11.9 18 21.57 0 29 .000 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 6 based on the result of t-test paired samples pre-test and post-test from the students above, the researchers analyzed the result to find out teaching english by using vlogger video to increase vocabulary. the result of the data analysis showed that by using t-test formula is the df of this class is 29 and 0,05 is a total error of the realibility statistic. from 0,05/2 to 0,025 and the value of the df t-value is searched based on n=29 with a range of 0,025. its df t-value is 2,045. because the t-test value is higher than the df t-value (5000>2045) h1 is accepted and h0 is rejected, so the learning method is successful in increasing students’ vocabulary skill. it means that teaching english by using vlogger video to increase vocabulary was significant. the vocabulary scores of the students in the experiment class after the treatment with vlogger video were higher than their score before the treatment. it can be seen from the students’ post-test (83,83) which is higher than their pre-test scores (73). the significance value of students’ vocabulary test result which were higher 2,045 with 0,5 significance shows that this method gives significant increasing to students’ vocabulary. conclusions the conclusion of the study is built up based on the findings and analysis of the data presented in the previous chapter. from the result presented in table above, the avarage score of experimental class was 83,83 meanwhile in control class that is taught without using vlogger video strategy, the avarage score was 70,67. it means that alternative hypothesis (h1) was accepted and the hypothesis (ho) was rejected. this strategy gave positive contribution and better result in students’ vocabulary achievement. it is suggested for other researchers to do further research related to using vlogger video jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 7 strategy with various subjects and variables. thus, it is hoped that the effectiveness of this strategy can be increase. references alimemaj, zamira. (2010). youtube, language learning and teaching techniques, 2(3), 10-12. allan, k. (2010). linguistics meaning (rle linguistics a: general linguistics). routledge library edition ari, n.w.,wijayatiningsih, t.d and mulyadi, d. (2021). students’ motivation in learning online of reading comprehension narrative text through google classroom. journal of applied linguistics and literacy. 5(2): 1-9 brunner, i. (2013). usinglanguage learning resources on youtube. international conference for language teaching, 1-5. bravo, e., amante, b., & mihaela enache, p. (2011). video as a new teaching tool to increase student motivation. global engineering education conference (educon), 638 642. burns, a. (2010). doing action research in english language teaching: a guide for practitioners. london: routledge.________ 1999. collaborative action research for english language teachers. burgess, j., & green, j. (2018). youtube: online video and participatory culture. john wiley & sons. chacon-beltran, r., c. abello-contesse and m. torreblanca-lopez. (2010). vocabulary teaching and learning: introduction and overview insights into non-native vocabulary teaching and learning, abello-contesse chacon-beltran and m. torreblanca-lopez (eds).1-14 creswell, j.w. (2018). qualitative, quantitative, and mixed methods approaches. sage publications howard, w. (2014). quasi-experimental design and methods. rmit university hughes, j., & tolley, s. (2010). engaging students through new literacies: the good, bad and curriculum of visual essays. english in education, 44(1), 5-26. muniandy, b and veloo, s. (2011). managing and utilizing online video clips for teaching english language: views of tesol pre service teachers. singapore: iacsit press. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 8 neuman, s. and drawyer, j. (2011). missing in action: vocabulary instruction in pre-k. roodt, s., & peier, d. (2013). using youtube© in the classroom for the net-generation of students. issues in informing science and information technology, 10, 475-488. retrievedhttp://www.academia.edu/3415411/using_youtube_in_the_classroom_for_the_ net_generation_of_students. roblyer. m. d., doering, aaron h. (2010). integrating educational technology into teaching (5thedition). united states of america: pearson education, inc. microsoft word 6 wiki https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 received accepted published november 28 th 2021 february 19 th 2022 february 27 th 2022 effectiveness of fives strategy in teaching reading comprehension wiki tedi rahmawati* weeqeefun@gmail.com university of alwashliyah medan yunita mutiara harahap yuyunmutiaraharahap@gmail.com university of alwashliyah medan ramlah ramlahzebua@gmail.com university of alwashliyah medan abstract this research was aimed to find the effectiveness of fives strategy in teaching reading comprehension. this research was conducted by applying experimental research design. the sample was two classes with total number of 60 students taken out of the total population by applying cluster random sampling technique. one class as the experimental group was taught by applying fives strategy and the other class as the control group was taught by conventional strategy. the instrument for collecting the data was reading text with 20 items of multiple choices test. the data were analyzed by using t-test formula. data analysis resulted that t-observed value was higher than t-table value (13.24 > 2.000) at level of significance 0.05 with the degree of freedom (df) 58. since t-observed value was higher than t-table value, it means ha was accepted and ho was rejected. thus, the fives strategy significantly affected students’ reading comprehension. it is recommended for english teachers to apply the fives strategy to teach reading comprehension. keywords: fives strategy, reading comprehension introduction reading is the process of recognizing, interpreting, and perceiving the written or printed material. the goals of the reading are to get information about the content and to understand the meaning of the text. as stated by sundari, zulkarnain & harahap (2021), the nature of reading is not merely read the next through line; a reader has to bring his/her mind into text to comprehend what is read. sriwahyuni, febriani, and thoyyibah (2020) jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 85 also wrote that reading is an activity that must be carried out by students to gain more knowledge besides the knowledge provide by teacher. moreover, hidayati (2018) mentioned that reading is an activity to understand the content of the text that we read. by reading, reader can get any message and information which can increase knowledge. cited from indrasari (2015), reading skill is an ability to understand information and interpret meaning from written text as a piece of communication and the indicators of reading are word meaning, main idea, detail information, purpose, and reference as quoted from. in addition, harmer (2008) mentioned that reading is useful for language acquisition. as stated in the curriculum 2013 that reading activities aim to build a variety of reading, such as the ability to understand the main ideas and supporting ideas, explicit or implicit information, as well as words, phrases and sentences. thus, reading activities become a mean to provide language input which is the basis for subsequent activities. the variety of texts used was chosen in accordance with the mandate of the curriculum 2013, which is long functional texts in the form of narrative, descriptive, and recount as well as text in the form of conversations (interactional texts) with various themes. reading comprehension is very important to be mastered by the students because it is the basic of nearly all learning, and a basic requirement to progress in life. the purpose of all reading is to comprehend meaning from the text. rafi, islam, and cahyani, (2021) also added that to get scientific information, reading comprehension is an activity that students must improve. in effective teaching of reading comprehension, teachers lead students in the classroom to become proficient and successful readers (dwiningtiyas, sofyan, and puspita, 2020). teaching reading comprehension focusing on text genres should be carefully prepared and considered since students mostly asked to answer the questions related to the text in their reading activity (sari, 2019). according to bos and vaugh (2009), there are three types of reading comprehension based on activating background knowledge. they are textually explicit, textual implicit, and scripturally implicit. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 86 it is not easy for the teachers to teach reading comprehension to the students. ersanda (2015) said that it is not easy for teachers to find an effective way to teach reading comprehension while it is hard for students to acquire information and knowledge about reading comprehension given by their teachers. the fact that the students face difficulties to comprehend every word in the text and they keep looking up the dictionary for the meaning of the words causes trouble to the students in comprehending the text. indeed, vocabulary is important to comprehend reading text and if the students do not have enough vocabulary, it will make them more difficult to comprehend. ersanda (2015) also mentioned the same opinion that the comprehension becomes worse because students have less vocabulary which is very useful to comprehend a passage. when the students are asked to read aloud, they mostly tend to feel afraid due to lack of pronouncing words correctly. when they are asked to answer the questions, they need more time to find out the content of the text. they do not have deep comprehension of the text when they are in reading activities. those create failure in memorizing the facts, definitions of the concepts, and other material exist in the text easily. moreover, the students also fail to understand the questions that require deep comprehension such as answering comprehension questions of reorganization and inferential. and they finally have a low score of reading comprehension test. thus, reading comprehension is important for students to gain knowledge supported by adequate skills. the implementing of this research is based on some previous studies regarding the use of fives strategy in teaching reading comprehension. one of those researches was conducted by sari, oktaviani, and yulfi (2020). their research aimed to find out the improvement of students’ reading comprehension taught using fives strategy. another research was implemented by ali and abbas (2020). it aimed to identify the effects of fives strategy result compared with conventional strategy on students’ reading comprehension. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 87 however, the current research is focused on the teaching of reading comprehension using fives strategy by emphasizing not only the comprehension itself but also the importance of students’ participation in academic, professional, and personal lives by developing their self-monitoring instruction through a fixed up strategy as fives (facts, inference, vocabulary, experience and summary) to lead the process of eliciting, reasoning, and summarizing the main ideas of a text. comprehensive reading based on these five´s strategy is necessary for learners to become better critical and active readers on students’ reading comprehension. fives strategy (facts, inference, vocabulary, experience and summary) fives (facts, inferences, vocabulary experience, and summary is categorized in strategy of reading comprehension which provides how the students achieve outcome of reading (comprehension) through the teaching of useful reading skills, allowing enough time to support practice with each, and providing with models of strategies across genres of texts for authentic purposes (melati, 2018). each letter in fives represents a certain competency to understand what exist in the text such as the vocabulary, the message, and the concepts. fives also can create someone’s personal connection with the background knowledge and experiences in order to build personal meaning and express it accurately. introducing fives begins with a discussion on what (content knowledge), how (procedural knowledge), and when (conditional knowledge-when to apply) associated with each component of the strategy. most importantly, the why, purpose, or destination must be clear and made relevant from start. fives support students success with micro and macro aspects of reading comprehension to study through the integration of skill used to complete the components. as students experience increases in achievement, their selfconfidence and task persistence grows (shea & robert, 2016). the ultimate goal of using the fives model is to encourage students to engage in active reading activities that are marked by fun activities in interacting with reading texts, develop students' ability to jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 88 answer complex and integrated questions, develop the ability to interpret, criticize, and evaluate text content (supriatna et al, 2020). implementing fives strategy in teaching reading comprehension fives strategy can be taught for any level depends on the language and format of comprehension instruction and the text types or content area. it provides authentic situations for developing metacognition at specific level of experience. it also provides a clear plan for decoding and comprehending texts in which all the students can use effectively when it’s well taught and they have enough time for guided and independent practice. the implementation of fives strategy in the teaching and learning process in the classroom can be conducted using three frame: pre-reading, whilst-reading, and postreading. pre-reading activities are implemented before reading. it may take several steps such as introducing the text by the teacher, giving example of previewing the text by skimming (titles, headings, sub-headings, visuals, caption, and other clues) to the content of the text, requesting students to predict and suggest their expectation about the information in the text. during whilst-reading, teacher may order students to reread the text if they miss the meaning, give example to make notes, bulleted lists, or a graphic organizer followed by written question and answer and the students may be ordered to practice it. in the last step, that is post-reading, the activities done are recal, synthesize, and summarize. the teacher can give the example how to do this and assist them. finally, the students can have their worksheet to practice completely the process of thinking, preparing for discussion, constructing a focused and coherent written essay. method this research was conducted by using experimental research design which used pre-test and posttest design. the sample of the students was chosen by applying cluster jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 89 random sampling technique taken from the twelfth grade students of sma swasta hang tuah belawan, medan. class xii mia-3 consisted of 30 students was the experimental group taught by using fives strategy and xii mia-4 consisted of 30 students was the control group taught without using any particular strategy. the data were collected from the pre-test and post-test administered for both groups. the instrument used was a reading text completed with 20 items of multiple choices test with five options. the students were asked to choose only one correct answer out of the five options. brown (2002) stated that multiple-choice formats are practical and reliable and they gave the possibility of an easy and consistent process of scoring and grading. the data obtained from the result of pre-test and post-test were compared and analyzed by using t-test formula. findings and discussion as stated before, the objective of this research was to find out the effectiveness of fives strategy on students’ reading comprehension. to obtain the objective, the hypothesis was formulated as ha was accepted if the t-observed value > t-table while ho was accepted if t-observed value < than t-table. the tests were done to know whether the hypothesis was accepted or rejected. both groups were administered pre-test and post-test before and after giving the treatment during the research procedures. the result of calculating the test of both groups showed that the mean score of the experimental group was higher than control group. the mean score of experimental group in pre-test was 42.33 and the mean in post-test was 83. thus the mean deviation for experimental group was 40.66 respectively. the mean of control group was 35 in pre-test and 45.33 in post-test and the mean deviation was 10.33 respectively. based on the calculation of the t-test formula, it was found that the score of tobserved was 13.24 while t-table was 2.000 at the level of significance 0.05 with degree of jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 90 freedom (df) = 58. so, the result of computing the test showed that t-observed value was higher than t-table value. it meant that ha was accepted and ho was rejected. in other word, there was a significant effect of using fives strategy on students’ reading comprehension. conclusions based on the finding, it was concluded that fives strategy significantly affected the students’ reading comprehension. there was a significant difference of mean score obtained from experimental group (40.66) and control group (10.33). the t-test showed that t-observed was higher than t-table (13.24 > 2.000) with the degree of freedom (df=58) at level of significance 0.05 which meant that ho was rejected and ha was accepted. thus, this research can conclude that fives strategy affected the students’ reading comprehension significantly. therefore, for english teachers, it is suggested to apply appropriate strategy in teaching language skills and elements particularly the teaching process of reading comprehension and fives strategy is one applicable strategy that can increase students’ reading comprehension. other researchers also can use the result of this research as one of references to conduct further research about fives strategy. references ali, h. h. & abbas, s. h. (2020). the effect of fives strategy on iraqi efl university students' reading comprehension and writing performance. international journal of research in social sciences and humanities (ijrssh), 10(3). 437-447. doi: 10.37648/ijrssh.v10i03.037 bos, s.c. & vaugh, s. (2009). strategies for teaching students with learning and behavior problems (7 th ed.). new jersey: pearson education. brown, h. douglas. (2002). principles of language learning and teaching (4th ed.). new york: addison wesley longman inc. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 91 dwiningtiyas, g. n., sofyan, d. & puspita, h. (2020). teachers’ strategies in teaching reading comprehension. jall (journal of applied linguistics and literacy), 4(2) ersanda, edo. (2015). the effectiveness of tprc strategy for teaching reading comprehension of descriptive texts. thesis. semarang state university https://anzdoc.com/download/the-effectiveness-of-tprc-strategy-for-teachingreading-comp.html harmer, j. (2008). how to teach english. england: ocelot publishing oxford. hidayati, dasrul. (2018). students’ difficulties in reading comprehension at the first grade of sman 1 darussalam aceh besar. thesis. ar-raniry state islamic university darussalam, banda aceh. indrasari, nunun. (2015). the effectiveness of using fix-up strategy to teach reading viewed from students’ self-confidence. english education: jurnal tadris bahasa inggris, 8(1), 1-15. https://doi.org/10.24042/ee-jtbi.v8i1.510 http://ejournal.radenintan.ac.id/index.php/engedu/article/view/510 melati, eka. (2018). fives: a recent strategy in teaching reading comprehension. proceedings of the sixth international conference on english language and teaching (icoelt-6), 14-21. http://ejournal.unp.ac.id/index.php/selt/article/view/100140/100056 sari, s., oktaviani, a. & yulfi. (2020). the use of fives strategy to teach reading comprehension for eleventh graders. celtic: a journal of culture, english language teaching, literature, & linguistics, 7(1), 74-82. http://ejournal.umm.ac.id/index.php/celtic/index shea, mary and robert, nancy. (2016). fives: an integrated strategy for comprehension and vocabulary learning. journal of inquiry & action in education, 8(1), 95-108 sriwahyuni, f. l., febriani, r. b., & thoyyibah, l. (2020). reciprocal teaching of reading to promote students’ critical thinking. jall (journal of applied linguistics and literacy), 4(1). rafi, m. f., islam, a. f., & cahyani, d. a. (2021). the relationship between students’ reading attitude with the result of reading comprehension, jollt journal of languages and language teaching, 9(4) pp. 512-518. doi: https://doi.org/10.33394/jollt.v%vi%i.4008 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 92 sari, s. (2019). high five strategy to improve students’ reading comprehension. jurnal iqra’ : kajian ilmu pendidikan, 4(1), 99 112. https://doi.org/10.25217/ji.v4i1.349 sundari, f., zulkarnain, i., & harahap, y. m. (2021). students’ ability in reading medical text in vocational school. excellence journal of english and english education, 1(1), 12-17. http://siakad.univamedan.ac.id/ojs/index.php/excellence/article/view/59/38 supriatna, i., agusdianita, n., yuliantini, n., herman & resnani. (2020). reading comprehension through the fives model and guided reading model to improve critical thinking ability in the industrial revolution era 4.0. mimbar sekolah dasar, 7(1), 133-152. https://ejournal.upi.edu/index.php/mimbar/article/view/22500 doi: 10.17509/mimbar-sd. v7i1.22500 https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 an interpersonal meaning analysis of the secondgrade students’ narrative texts nurinayah nurinayah0495@gmail.com english education program, fkip galuh university abstract this paper identified the language use in the second-grade students’ narrative texts to create the interaction between the students and their stories. the study was aimed at figuring out (1) the realization of interpersonal meaning through mood and residue and (2) the most dominant mood types realized on the second-grade students’ narrative texts. in this study, descriptive qualitative method was employed to analyze and interpret the data by using words. the findings showed that (1) the use of mood and residue was identified as the realization of interpersonal meaning which completed the language features of narrative texts and (2) the most dominant mood type was statements which the students used to express and share their feeling in order to create the engagement between them and their story, the stories and the readers. in brief, the use of language in creating the interaction in narrative texts could be expressed by exploring interpersonal meaning (mood and residue) and choosing mood types that appropriate to share the feeling. keywords: interpersonal meaning, mood, residue, second grade, narrative texts introduction communication is a vital part of human personal life and it is also important in any other situation where people encounter one another. eggins (2004, p. 81) states that language itself is organized to make meanings about fields, modes, and tenors because those are the meanings that people want and need to make it in interacting with each other in the world. in harmony with eggins’ points of view, it can be summed up that english foreign language (efl) learners who learn english as their subject have to know the meaning varieties, hence they have not made mistakes in interpreting their texts’ meaning. dealing with the meanings aforementioned, there are three metafunctional lines of meaning that are developed by halliday and matthiessen (2004, pp. 29-30) that meanings contained in a text consisted of ideational meaning, interpersonal meaning, and textual meaning. those three meanings in the text show the whole parts of the texts that can be seen from the subject matter, the participant, and the structure of how language is constructed (d nasita et.al, 2020). in harmony to the present study, the study focuses on interpersonal meaning. butt et al., (2004, p. 5) state that interpersonal meaning relates to tenor which functions to interact or to express a point of view. with regards to the main point, this study jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 117 concerns with the analysis of how the interaction can be expressed effectively. moreover, gerot and wignell (1994, p. 13) state that interpersonal meanings are meanings which express speaker’s attitudes and judgments. from the experts’ opinion aforementioned, it can be concluded that interpersonal is referred as a meaning that relates or engages the relation between people existing or happening between people. in the meantime, in understanding the text itself, the mood is being involved which realized in the form of mood type as the so-called speech function (halliday & matthiessen, 2004, p. 108). the statement aforementioned can be inferred that when students read the text, the text has meanings itself to understand. in line with the statement above, there are four kinds of mood types which are proposed by eggins (1994, p.153). those are statements, questions, offers, and commands. based on theories, the second-grade students learn the interpersonal text in the form of narrative because it teaches in the third semester. the lecture is called “reading for discourse analysis”. the given text needs to be understood and comprehended in order to avoid misunderstanding in comprehending the texts’ meaning. the proper analysis is needed to gain the deepest understanding of the texts’ meaning. it is a namely interpersonal meaning analysis which concerned with the relation between people. besides, mood type analysis is also needed which conveys people’s attitude about the state of being of what the sentence describes. several previous studies were taken by the writer to support this study, the first previous study was undertaken by olusanya (2013) entitled “an interpersonal metafunction analysis of some selected political advertisements in some nigerian newspapers”. the second previous study was carried out by feng and liu (2010) entitled “analysis of interpersonal meaning in public speeches a case study of obama’s speech”. the third previous study was conducted by ignatieva (2008) entitled “a systemic functional analysis of college students’ literature essays in spanish”. the last previous study was undertaken by ye (2010) entitled “the interpersonal metafunction analysis of barack obama’s victory speech”. from the four previous studies aforementioned, all the previous studies indeed have similarity with this study. those previous studies also conducted to figure out the interpersonal meaning beyond the text. the differences are about the subjects that were analyzed. the first previous study analyzed political advertisements in some nigerian on the newspaper. then, the second and the last previous study analyzed obama’s speech. it means that all the text (subject) were written by the professional writers. moreover, the third previous study discussed a literature essays of college students in spanish. it meant that the same analysis was done thorough writing products. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 118 furthermore, those previous studies have not analyzed text which is written by the second-grade students who were not a professional in writing narrative text. thus, the present study focused on interpersonal and mood types analysis in the second-grade students’ narrative texts entitled, “an interpersonal meaning analysis of the second-grade students’ narrative texts”. method the present study employed descriptive qualitative research methodology at which it investigates the quality of relationships, activities, situations, or materials (fraenkel et al., 2012, p. 426). in collecting the data, there were several steps to do. those were selecting the six best narrative texts written by the second-grade students, segmenting the selected texts from clause complexes (cc) to be move as the so-called single clause or simple sentence as suggested by butt et al, (2000, pp. 295-297), analyzing and labeling the move into the interpersonal meaning analysis and mood types. after segmenting the texts into clauses, the next step was analyzing clauses by using interpersonal meaning in which this step was done in order to ease this study in categorizing among mood type in each text. finally, the writers presenting the data and displaying out the data in the comprehensive table, and described the data by using words; and they were taking the conclusion, at the end of the steps the writers concluded the result of analysis of each text. findings & discussion findings there were two findings which were in line with three research questions proposed by the writers in this study dealing with the realization of interpersonal meaning anlysis and the most dominant mood type on the texts. the realization of interpersonal meaning through mood type (mood and residue) on the second-grade students’ narrative texts the first analysis revealed the realization of interpersonal meaning through mood and residue. the writer figured out 50 clauses of the first text, 31clauses of the second text, 34 clauses of the third text, 24 clauses of the fourth text, 19 clauses of the fifth text, and 31 clauses of the sixth text. the realization of interpersonal meaning was figured out by the realization of mood and residue. furthermore, mood was the first element of interpersonal meaning which covered subject and finite; it was realized on the selected texts. moreover, the realization of residue which covered, predicator, complements, and adjuncts was realized on the students’ text. the realization of mood and residue could be comprehended by looking at a move or single clause which provided the meaning. the meaning itself was the proof of the jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 119 realization of interpersonal meaning. in addition, the all clauses were segmented from clause complex (cc) to be move (single clause). thus, the total clauses realized were 189 clauses. from those clauses, the mood types realized were statements, questions, and commands. while the offers type was not realized. the most dominant mood type on the second-grade students’ narrative texts the second analysis was done through determining the most dominant aspect of mood type realized on the all selected second-grade students’ narrative text. it could be comprehended that the most dominant aspect was statements type of mood. the writers figured out 189 clauses and 180 clauses were statements type. moreover, the percentage total could be seen by 95% value of percentage. in the same discussion, the aspect of mood types was clearly to express and share students’ ideas, positions, imaginations, and feelings to the language use which refereed to interpersonal meaning as the interaction between the students and their writing, their writing and the readers. the involvement of the readers could be reached as the goal of narrative’s social function which entertaining and amusing the readers. moreover, the readers could feel the content of the story which they could express their feeling of happiness, sadness, or anxious as the feedback of the story. discussion the focus of this study was concerned with three main discussions. the realization of mood, residue, and mood type were the part of the main point that was interpersonal meaning; it could be understood that interpersonal meaning was defined that the use of language to interact with others, to establish and to maintain relations with them, to influence their judgments and behavior and to express point of view on things in the world. the use of three main points was regarded to the language features of narrative texts. to identify the use of interpersonal meaning in narrative texts, one point could be highlighted that in expressing and showing the students’ engagement, they could completely use of material, verbal, and behavioural which focused on the specific thing as the representation of their condition and position in the story (gerot and wignell, 1994, p. 204; derewianka, 1990, p. 42). in addition, language features of narrative text could be completed by using mood types. however, the use of language to express and share could be identified as the way the students carry out their story. one language features of narrative texts were focus on specific and usually individualized participants, it could be identified that narrative text told someone’s life story which focus on specific thing personally. another one of language features was the use of material, verbal, behavioural, relational, mental process, it could be identified that the use of verb in narrative text was to share someone’s action, condition, feeling, position which jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 120 referred to the use of finite and predicator in interpersonal meaning context. mood and residue was the main part of interpersonal meaning which pointed the use of verb as finite and predictor. moreover, mood and residue were the two points to identify the realization of interpersonal meaning. with regard to the theory, mood was the meanings through which social relations were created and maintained. these interpersonal meanings were realized in the lexicogrammar through selections (gerot & wignell, 1995, p.22). the mood element consisted of two sections: the first was the subject which was realized by a nominal group. the second was the finite element which was part of the verbal group. in addition, the speech role covered statements, offers, questions, and commands were comprehensively explained in this part. in particular, the first was statement, typically the statements were usually expressed by declarative. the second was offer, it was typically expressed by modulated interrogative. the third point was question, it was usually expressed by interrogative. the last point was command. furthermore, commands were typically expressed by imperative (eggins, 2004, p. 146). in this section, the writers compared the findings of the present and the previous studies. before discussing that point, the previous chapter was revealed the realization of mood and residue as the interpersonal meaning analysis. in the meantime, the writer figured out the most dominant aspect of mood type realized as well. moreover, the most dominant aspect was statements type of mood, the next was questions type of mood which showed the lower position. meanwhile the offers and commands type were not realized on the second-grade students’ narrative texts. regarding the findings of analysis, the first previous study conducted by olusanya (2013) entitled “an interpersonal metafunction analysis of some selected political advertisements in some nigerian newspapers”. the study was revealed that the use of interpersonal metafunction, modality, and mood system was found. the previous study also revealed that the attitude and opinion of the speakers in the political adverts were covertly indicated neither by the use of modal verbal operators nor mood adjuncts but by the lexical choices as well as grammatical structures that reflect the socio-economic and political context of the adverts. finally, the previous study had shown that the interpersonal meaning of a structural choice was not determined by the lexicogrammar but contextual factors. the analysis was done in this study could enhance better understanding of political advertisements from interpersonal metafunction perspective. in line with the present study, this study figured out jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 121 the dominant aspect used by the second-grade students in their narrative text. it was clearly added and supported the previous findings of the previous study. in certain way, the analysis of the realization was done in both of the present and previous studies. the second previous study carried out by feng and liu (2010), the title of the study was “analysis of interpersonal meaning in public speeches a case study of obama’s speech”. the study showed the result that obama made full use of the language to achieve his political purpose in his speech by using different devices to fulfil interpersonal meaning. the previous study used obama’s speech as an example to demonstrate how interpersonal meaning was generally realized in a political speech. the findings could be concluded that different uses of mood, modal auxiliary, personal pronouns and tense can express different levels of interpersonal meaning, thus endowing the speaker different status and different purpose, and the influence on the audience was also different. in line with the present study, it has similar discussion but in different object of the study. both of them was revealed the realization of interpersonal meaning through mood and residue, it could be comprehended that the findings of the present study was supported the previous study. the third previous study conducted by ignatieva (2008) entitled “a systemic functional analysis of college students’ literature essays in spanish”. the findings presented that the paper compared the students’ essays in order to examine the differences and similarities in the textual organization and to single out the predominant lexico-grammatical features in the students’ writing. the detected differences and similarities revealing a distinct realization of academic writing allowed us to identify genre and register characteristics. to the present study, the findings that showed the realization of mood and residue and the most dominant aspect of mood type was completed the findings of the previous study. as the last previous study that carried out by ye (2010) entitled “the interpersonal metafunction analysis of barack obama's victory speech”. the findings showed that the perspective of the interpersonal metafunction, positive declarative clauses dominate barack obama's victory speech. the previous study provided some guidance for readers to make better speeches as follows: (1) positive declarative clauses were recommended to convey as many as possible messages to the audience and convince the audience with fact; appropriate application of imperative clauses was useful in making persuasion and suggestion. (2) modal verbal operators with higher or highest modal commitment showed the addresser’s firm determination to finish the task, and “can” is helpful to encourage the audience to have confidence in their ability. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 122 in line with the findings of the present study, both of study were revealed the realization of mood and residue through interpersonal meaning analysis. the other points; it was revealed the most dominant mood type; it could be concluded that the findings of the present study supported and completed the findings of the last previous study. the findings also revealed that the use of interpersonal meaning could be identified as the use of language to interact. regarding the language features of narrative texts, the realization of mood and residue identified the use of material, verbal, and behavioural action which showed students’ condition and position in writing. conclusions it could be concluded that the use of interpersonal meaning referred to the use of language to create the interaction between the writer or author and the reader in writing story. the use of interpersonal meaning (mood and residue) was the way in how to express and share what all happened in the story. moreover, mood types as the part of interpersonal meaning which covered statement, offer, question, and command were the way how to make the interaction. in narrative contexts, the use of interpersonal meaning could create the relation and engagement between the writer and the story. identifying the language features of narrative texts, the use of interpersonal meaning by showing material, verbal, and behavioral process expressed and shared what and how the writer brought out the story. references anderson, m. & anderson, k. 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(2004). an introduction to functional grammar, (3rd ed.). usa: oxford university press. ignatieva, n. (2008). a systemic functional analysis of college students’ literature essays in spanish. systemic functional linguistics in use. odense working papers in language and communication 29, 420-433. retrieved from: http://www.journal.asystemicfunctionalanalysis.org/owplc mulyaningsih, d.u. (2013). an analysis of students’ ability in writing narrative texts. journal of english and education, 1 (2). retrieved from: http://ejournal.upi.edu/index.php./l-e/article/view/579 olusanya, m. a. (2013). an interpersonal metafunction analysis of some political advertisements in some nigerian newspapers. international journal of humanities and social science 3(8) 165-178. center for promoting ideas, usa: www.ijhssnet.com ye, r. (2010). the interpersonal metafunction analysis of barack obama’s victory speech. english language teaching 3(2) 146-151. retrieved from www.ccsenet.org/elt http://www.journal.asystemicfunctionalanalysis.org/owplc http://www.ijhssnet.com/ http://www.ccsenet.org/elt https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 received accepted published august 2020 september 2020 september 2020 scientific approach in efl young adolescents to promote higher order thinking skills: teacher’s strategy, benefits, and challenges sri setyarini setyarini.english@upi.edu english education department, universitas pendidikan indonesia abstract higher order thinking as one of the main agendas in the curriculum 2013 introduces several learning approaches – one of which is scientific approach. however, so far, the majority of english teachers in indonesia still face some challenges due to their insufficient knowledge and experience in implementing this approach. this paper presents a research report on strategies of promoting higher order thinking skills (hots) in efl young adolescents’ classroom through scientific approach. it aimed to investigate how hots was promoted in the efl classroom, identify benefits gained by the teacher and the students from the implemented approach, and find out teacher’s challenges and solutions from the teaching practice. this study employed a case study involving a class of seventh grade students as research participants. to collect data, three instruments were used such as classroom observation, interview with the teacher and the students, and document analysis. the findings revealed that scientific approach with its components (observing, questioning, associating, exploring, and communicating) may promote students’ hots as seen from their enthusiasm and active participation in the classroom. the students also focused more on showing ideas, arguments, and views toward the questions from other groups as proved by their statements in the interview claiming that they were trained to do analysis, evaluation, and creation through learning activities. meanwhile, the teacher stated that her challenges in teaching dealt with her limited experience and knowledge to implement this approach. to overcome them, she committed to join professional development programs and improve her linguistic skills. keywords: efl classroom, higher order thinking skills, scientific approach, the curriculum 2013, young adolescents https://jurnal.unigal.ac.id/index.php/jall/index 47 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 introduction in the last five years, the indonesian government has issued the new updated 2013 curriculum through the minister of education and culture with four agendas, including character education, literacy, 4c (communicative, creative, critical, and collaborative) and higher order thinking skills. these agendas promote the 21st century learning objectives which require students to have both soft and hard skills in global competition. nevertheless, the facts revealed that the implementation of critical thinking-based classrooms so far have not been promoted optimally due to the teacher’s understanding toward the urgency of higher order thinking skills in the classroom. a study conducted by setyarini et al. (2018) found several challenges faced by the teachers in implementing higher order thinking skills in language learning because they assumed that these skills were only applicable in science subjects. besides, the findings of the study have highlighted that the teachers had inadequate linguistic skills to be inflexible to teach the students and develop classroom language and materials which encouraged the students’ higher order thinking skills. although they realized that higher order thinking skills stimulated them to be more critical and more wellprepared before teaching, but the teachers claimed that it demanded complex process of teaching and more time to prepare the materials (setyarini et al., 2018). another finding from setyarini (2018) also showed that the assessments have not been associated with the principles of higher order thinking skills even though the teachers admitted that they have conducted the hots-based classrooms. this is also supported by abosalem (2016) who claimed that the majority of the teachers were still in trouble to make critical questions for the assessment, especially in the form of open-ended questions. it was due to the nature of the assessment which intends to achieve a range of purposes by using different methods and techniques. consequently, the teacher made assessment overly emphasized on memory for facts and gave more weight to lower levels. another factor influencing the inability of the teacher in designing higher order thinkingbased assessment was the lack of the training joined by the teachers. as stated by boyd (2008) most of the teachers are not trained in to construct this type of questions or they are reluctant to use a new testing approach due to the time needed to design such tests. on the other side, the government had not been disseminated 48 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 the types of questions and procedures in assessing indonesian students’ higher order thinking skills optimally to all levels of education. it led to the misconception among the teachers claiming that higher order thinking skills assessment was similar with the difficult questions (setyarini et al., 2018). instead of looking at the implementation progress of higher order thinking skills from the teacher’s voices, it also needs to consider the students’ factors as the target receiver of learning process. the indonesian ministry of education and cultures as explained by widodo and kadarwati (2013) underlined that the students were accustomed to use lower order thinking skills in learning by recalling facts and understanding information. it was in contrast with the required competencies formulated by the government emphasizing the development of students’ three domains (cognitive, affective, and psychomotor). to escape from the lower order thinking-based learning, scientific approach with five principles enables students to observe, question, associate, explore, and communicate the information they gained from the learning activity. these principles also empower them to possess not only the cognitive skills but also affective and psychomotor ones (anderson & krathwohl, 2001). by doing so, learning outputs will accommodate students to be independent learners who have strong competitive struggles in facing global era. some studies have been conducted focusing on the implementation of scientific approach in teaching english as a foreign language. they concerned on the strategy in teaching english without exposing hots principles in classroom actitivity (nugraha & suherdi, 2017; zaim, 2017). as a result, the students have not been exposed on the strategies of how to present their ideas and arguments either in a group or classroom discussion because th teacher did not promote their analytical, evaluative, and creative skills (setyarini et al., 2018). the findings of those studies highlighted that some efl teachers in indonesia were unable to met the regulation issued by the minister of education and culture about the process of learning in the curriculum 2013 to provide opportunities for students to be able to develop any learning patter that occurs inside the two ways interaction between teachers and students. the teachers played dominant roles in the classroom who positioned students as the passive 49 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 recipients of the materials. to help the teachers understand better of how to implement critical thinking-based classroom, shofwan (2017) mentioned that in the curriculum 2013, learning activities should apply scientific approach which requires students to think scientifically and critically as well as develops the sense of inquiry. scientific apporach is basically developed as the improvement of the previous implemented approach (genre-based approach) and it puts more emphasis on the active construction of knowledge of the students. according to agustien (2014), the target domains of scientific approach are science skills whereas genre-based approach focuses on communication skills. the definition of scientific approach accroding to longman (2014) in zaim (2017) is a process of finding out information in scientifically involving testing the ideas by performing experiments and making decisions based on the analysis results. it refers to the idea that scientific approach is a body of techniques for investigating phenomena, acquiring new knowledge, correcting and integrating previous knowledge. the main feature of scientific approach is allowing the teachers to improve the process of learning by breaking the process down into steps or stages which contains detailed instructions for doing learning (tang et al., 2009). this feature was then adopted as the basis for implementing the 2013 curriculum. to promote students’ critical and scientific thinking, setyarini (2016) believed that english language teaching can be done in accordingly with some strategies of higher order thinking-based activities, including giving open-ended questions, teaching from abstract to concrete, roleplaying, and gesturing. the study also revealed that students’ cognitive levels particularly analysing and evaluating levels could improve students’ speaking skills through those strategies as seen from their opinions, arguments, and judgements. moreover, zohar and dori (2003) asserted that higher order thinking skils helps students in practicing literacy. students will be able to gain more vocabulary, understand grammar, and get meaning of discourse in a holistic manner. although the term of scientific approach and higher order thinking skills are familiar for some teachers, it seems very new for english teachers (setyarini, 2018). this is due to some methods that commonly employed by the efl teachers 50 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 which are not related with the scientific terms and procedures, such as grammar translation, audiolingual, communicative language teaching, and natural approach (richard & rodgers, 2001 in shofwan, 2017). as an impact, the teachers were still confused and unsrue in implementing the scientific approach for teaching english to the students and the formulated learning objectives could be achieved optimally. therefore, this paper presents a research report on strategies of promoting higher order thinking skills in efl young adolescents through scientific approach and identify the benefits gained by the teacher and the students as well as find out teacher’s challenges and solutions from the teaching practice. method this study applied a qualitative method with case study as a research design due to several reasons. first, case study seeks to provide a holistic description of complex phenomena (hancock & algozzine, 2017) as this study aims to analyse, describe, and interpret data in the form of teacher’s strategies in implementing scientific approach to promote students’ higher order thinking skills. the main objective of such inquiry-based study is investigating inadequately presented phenomenon that cannot be quantified since it needs a direct description from the experienced respondents of such phenomenon. therefore, in this context, the data were collected from an english teacher as respondent who has direct experience in implementing scientific approach in the classroom. this qualitative study deployed the researcher as the main instrument of the study by collecting the data themselves through observing, interviewing, and analysing related documents. moreover, since this study analysed how the teacher used some strategies in scientific approach to promote students’ higher order thinking skills, then this study could be considered as a case study design (creswell, 2009). this study also limited the case to a specific participant in which the participating teacher and the students were considered to have experiences in learning through scientific approach. 51 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 in addition, one class from one selected school in bandung was selected as the research participants of this study. during the process of collecting data, three research instruments were occupied by the researcher, such as classroom observation, interview with the students and the teacher, and document analysis. regarding the types of the classroom observation, cowie (2009) mentioned two types of observation that can be done in a case study, namely participant observation and field notes. participant observation requires the researcher to take part in the daily activities of the individual being observed, while the field notes are taken on the spot or as soon as possible (cowie, 2009). this study was also used a semi-structred interview to make the students and the teacher comfortable in answering questions without any worry or making them hiding something. as stated by richards (2009), a semi-structured interview is a kind of interiew which is more informal than the structured one and ease both the researcher and the participants in collecting data. it also inline with rustandi et al. (2020) that semi-structured interview is relevant to this topic. the interviews were done in two languages (bahasa indonesia and english) and they were free to choose one of them if they wanted to. regarding document analysis, bowen (2009) described that document analysis is a technique used to categorize, investgate, interpret, and identify the limitation of physical sources, most commonly written documents whethere in the private or public domain. regarding this study, some documents were analysed to obtained the data covering lesson plans made by the teacher, students’ written works, and some teaching media employed by the teacher. all of these documents helped the researchers by providing some information related to the implementation of this learning approach. after the data from the three instruments have been gained, the data analysis was conducted to answer the research questions of this study. qualitative descriptive analysis was employed as the main approach of this study since it focused on how higher order thinking skills were promoted in efl classroom through scientific approach which required detail description and interpretation about the teacher and students’ experience in the implementation. 52 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 the process of analysing the data was done both under and after the implementation of the learning approach. it is in line with the statement of hancock and algozzine (2017) who claimed that on going data analysis is essential to ensure that the data are clean and free from incompleteness and discover additional themes that may be needed. regarding this, the data gained from classroom observations were analysed duing the process of the study while the data from the document analysis and interviews were interpreted after the completion of the study. findings and discussion research findings efl teacher’s strategies in promoting students’ higher order thinking skills through scientific approach the findings of this study show that the teacher-participant followed the stages in implementing the scientific approach as suggested by the minister of education and culture including observing, questioning, experimenting, associating, and communicating. however, each of those stages were delivered through some strategies promoting the students’ higher order thinking skills such as brainstorming, giving open-ended questions, providing abstract to concrete concepts, mind-mapping, and role playing. the learning process lasted for about 90 minutes to implement the approach by teaching descriptive text as a genre. the topic introduced by the teacher was my lovely stuffs aiming at exposing the students to contextual objects which were used later in their text. to be brief, the teacher divided a set of learning process into three sections, namely opening, main activity, and closing in which every section were employed certain strategies. the first section is opening section where the teacher implemented observing stages to provide a wide opportunity for the students to conduct a critical observation. to help the students run this stage, the teacher selected some explicit instructions including determining the objects to be observed, explaining the purposes, designing the observation procedures, limiting the objects, asking the students to conduct the observation, reporting the results of the observation, 53 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 and comprehending the results. determining the objects to be observed was started by the teacher through brainstorming strategy that required them to think about their favourite objects or stuff. the teacher firstly showed a bedroom with furnished stuffs and gave some questions. the students were free to answer the teacher by pointing one of the objects they observed from the pictures. the next question was asking about the students’ opinions toward the objects by saying: what do you think of this stuff?. from this very beginning activity, the teacher already got some insights what critical responses the students made. in this session, the teacher drew some cycles to put vocabulary and idea from the students. it was intended to show the students a variety of words and ideas so that they could identify well characteristics of the stuffs. after getting the vocabulary and opinions web, the teacher divided the class into some groups of five students. each group gained a piece of pictures and they were requested to identify the stuffs and comment on the characteristics of the stuff. by doing so, the teacher aimed at extending the students critical understanding towards the pictures they identified and stimulated the students to promote their hots through comparing, contrasting, evaluating, deciding, and taking action as they chose which stuff was the most favourite and functional for them. to help groups worked effectively, the teacher provided some guided questions, such as: what is the things that you love most? why do you like it? how about those objects were gone from you?. those questions were exposed to construct students’ knowledge about the objects to be discussed. the teacher admitted that employing students’ prior knowledge in learning through the students’ context enabled them to think more critically because they were familiar with the objects that they liked most. the results of the classroom observation showed that the students looked enthusiastic about giving their answer and explained in detail their favourite stuffs as seen in the following table: table 1 teacher's questions and students' answers in brainstorming activity no teacher’s questions students’ answers 1 what is the things that you love most? • barbie doll • story books • school bag 2 why do you like it? • because this doll is always be my friend in my bedroom 54 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 • i got this book from my cousing who is very nice to me • this school bag is my birthday gift and it helps me bring some books everyday 3 how about those objects were gone from you? • i will be so sad because i will have nothing to stay with me • i will ask for apology to my cousin • i will wait for the next birthday, just in case i will have another one. to enable the teacher identified the students’ hots, she made checklist involving three skills, namely analysing, evaluating, and creating from the group oral performance. after listening to the students’ oral presentation, the teacher moved on to the objects in the classroom that they liked most. she also explained to the students that it aimed to construct their knowledge toward descriptive text through direct objects that were close to them. moreover, the students were required to conduct an observation to the selected object and make notes about its features by giving guidance as can be seen in the following table: table 2 observation guide given to the students no names of objects size shape function quality notes providing the observation guide presented above, it was found helpful because the students could focus their observation and find vocabulary as they needed to write their descriptive text. mind mapping was another strategy done after brainstorming. it was executed through working in groups. the results of observation done by the students were identified carefully and each word they collected was then categorized based on the part of speech of the vocabulary. mind-mapping was 55 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 done in different styles. some groups made it in the form of table, while some others created a tree diagram and as can be seen in the following: figure 1. 1 tree diagram made by the students before presenting group discussion results in mind-mapping, the teacher gave some open-ended questions. it purposes to bring the students explore their opinion in describing the stuff or objects they observed. moreover, these questions also promoted their hots because they should described the stuff through analysing and evaluating that can be seen from their statements during the presentation as in the following table: table 3 students' statements in the presentation presenter’s statement audience responses this is the stuff we like most in our classroom yes it is good but we do not like it. do you know why? it is oval and big the colour is amazing do you like it? the second section was the main activity in which the teacher employed experimenting and associating. these two strategies were filled with plus minus interesting, making abstract to concrete, and focused-group discussions. plus minus interesting was done to investigate the students’ hots in describing the stuff and gave their comments on it. to make the class activity effective, the 56 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 teacher provided a table of plus minus interesting which can be seen from the above table: table 4 plus minus interesting done in the classroom my favourite stuffs no name of stuffs rating descriptions/ reasons we like it very much we like it, but not very much we do not like it 1 white board v large, square, clean, white, good for sketching. 2 calendar v nice pictures, colourful, big, important to check my birthday 3 trash bin v too small, dirty, smelly, messy. what we need to do is: keep maintaining the stuff well. making abstract to concrete was another strategy given during the learning process. this task was a follow up activity from the previous one (pmi). from the table made by each group, they were asked to put their ideas clearly in their descriptive writing, particularly to what they exactly thought about the stuff and wanted to put their idea in their writing. in other words, it was a real action what the students had in their mind and put them the real descriptions. focused-group discussion was another strategy done in learning process. the teacher used it to accommodate the results of observation, discussion, presentation into the final group discussions. this task offered the students to demonstrate their arguments, debates, reasons by convincing to the other groups 57 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 based on their perspectives. in this activity, the teacher had a role as mediator and facilitator which required her to show fairness and appraisal toward the students’ performances and ideas. hots seemed to be well clearly identified during this activity. the last sessions dealing with the stage of scientific approach was communicating executed through evaluating and reflecting. evaluating was done by the students in group in which they made summary including the points of their learning in the form of descriptive text. evaluative opinion was gained from the other groups’ and the teacher comments. by doing so, the students believed their descriptive writing revealed clear and opiniated descriptions. to complete their task, the students reflected their observation results, group discussions, and suggestions from the teacher which were supported by their prior knowledge and experience. the benefits gained by the teacher and the students based on the data gained from the interview, it was found that the teacher and the students gained benefits from scientific approach. the teacher realised that scientific approach accommodate the students explored and experienced in promoting hots. being analytical, evaluative, and creative were exposed through some components of sa that were split and filled with different learning strategies. by doing so, the teacher claimed that this learning model helped her in asking the students to be engaged. furthermore, the teacher also found it more interesting class because the students explored their activity through several different strategies. for the students, this learning model gave some benefits such as creating joyful learning atmosphere, offering flexibility in learning, and building students’ confidence in learning. creating joyful learning athmosphere occurred when the students learned new materials from the familiar contexts of the students and had discussions with their friends. the students mentioned that this kind of strategy felt like a story sharing with their friends that happened naturally. the following extract presents the student’s opinion toward the pleasure they experienced in the classroom: 58 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 “i love it when the teacher asked me to think about the objects around me. it feels like telling a story to my friend that we always do every day. i did not even realise that i was learning something new at that day” (interview with the student a) the student’s statement above is also supported by the teacher who believed about the positive impact of schemata to construct students’ information. the teacher claimed that the students were coming from different backgrounds and experience that might be possible to be brought in the classroom as seen below: “i do believe that my students are coming from different backgrounds and have different experience. it is a good idea to bring their experiences into the classroom contexts, so they will be easier to construct new information as they are familiar about it”. (interview with the teacher) moreover, the students in the interview also claimed that they were more flexible in doing some learning activities. they were not be afraid in making any mistakes especially related to grammatical errors both in speaking and writing. it was due to the principles of higher order thinking skills that required students to think more than recalling and understanding facts so they would have more opportunity to further explore the ideas. the following extract indicates the student’s statement regarding the flexibility in learning: “i am more comfortable in learning because i do not need to be worry in making mistakes while speaking and writing. so, i could convey my thoughts without any doubt in class”. (interview with the student c) since the students were flexible and very sure in delivering their ideas through scientific approach, the students were also admitted that this learning made them more confident about their achievement in learning a foreign language. they claimed that previously, the students only passed through a riggid learning process where they only answered some closed-questions either in the form of multiple-choices or essay. the students further mentioned that the teacher frequently asked them to recall certain facts rather than allowed them to think from other perspectives. consequently, the students became more confident after the 59 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 completion of this study. this is clearly seen from the result of the interview with the students presented below: “i prefer to learn through this way. i could express any idea that comes up into my mind and i am more confident than before” (interview with the student d) challenges faced by the teacher and the solutions to overcome them apart from the benefits gained by the students from the learning process, the teacher claimed that she faced some difficulties in promoting students higher order thinking skills through scientific approach, especially in developing an active learning atmosphere in the classroom. the teacher mentioned that building critical questions as stimulus to invite the students’ responses was very difficult to conduct because she had no experience previously in teaching higher-order thinking-based classroom. the teacher in the interview admitted that promoting students’ higher order thinking skills was believed as a complex process of teaching because she needed to prepare and think higher than usual to involve the students in learning process as seen in the following extract: “i thought promoting higher order thinking skills of the students was very hard to do because i had to deal with complicated process of thinking, prepare more time to design the lesson plan and learning activities. this is my first time to teach higher-order thinking-based classroom” (interview with the teacher) moreover, the teacher also dealt with some grammatical errors in providing the questions since these questions should be immediately made adjusting with the students’ responses. to avoid misunderstanding, in some cases, the teacher preferred to repeat the questions in bahasa indonesia for the purpose of clarity. the table below describes the grammatical errors made by the students gained from the classroom observation: teacher : ok. now, please pick one object that most you like and said it to your friend why the reasons you like it. students : …….. (no response) 60 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 teacher : baik. ibu ulang ya, silakan pilih satu objek yang paling kamu suka dan katakana ke teman kalian mengapa kalian menyukainya. (excerpt from the classroom observation) regarding the difficulties faced by the teacher in implementing scientific approach, the teacher applied some strategies to solve those problems. first, the teacher mentioned that it was important to determine the learning objectives and goals before conducting the learning process. she believed that it would be easier for her to create valuable critical questions that could extend the students’ ideas and opinions. besides, the teacher was supposed to modify or create original teaching materials that were able to accommodate the students’ characteristics. the teacher usually simplified the language used in the textbooks or other sources that were able to accommodate the students’ characteristics and thinking levels. to familiarize the teacher with the concept of scientific approach and higher order thinking skills, the teacher admitted that she joined some professional development programs. these programs allowed her to share the experience in using scientific approach to other teacher and helped her to gain new insights from the professional teachers. without joining professional development programs, the teacher asserted that she would not be able to implement this approach properly. research discussion the implementation of higher order thinking skills to promote students’ higher order thinking skills done by the teacher support the major concept of hots as suggested by king, goodson, and rohani (2012). firstly, the teacher should understand that levels of thinking could not be unmeshed from the levels of learning since they involve interdependence, multiple components and levels. second, whether or not thinking can be learned without subject matter content is only a theoretical point. in the real life, the students will learn content in both community and school experiences, no matter what theorist conclude, and the concepts and vocabulary they learn in the prior year will help them learn both higher order thinking skills and new content in the coming year. third, higher 61 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 order thinking skills and new content involves a variety of thinking processes applied to complex situations and having multiple variables. to effectively teach these skills, the teacher is suggested to bring students’ schemata to the new materials. the results of this study indicate that scientific approach was implemented through several essential stages such as observing, questioning, associating, experimenting, and communicating. these stages were done through sequential ways starting from observing stages as the simple stage to commonucating as the final stage in the closing phase. generally, concerning on the implementation of scientific approach, the teacher realised the main objectives of promoting higher order thinking skills through some strategies, namely brainstorming, mind-mapping, showing pictures, open-ended questions, making abstract to concrete, plus minus interesting, focused-group discussion, making evaluative and reflective comments. to achieve the learning objectives successfully, the teacher put emphasis on the contexts of the students to the new materials presented. as explained by king, goodson, and rohani (2012), contexts is a major concept that affect the level of someone’s thinking because real-world situation provides many challenges for an individiual to think critically. furthermore, the teacher also used open-ended questions in a whole learning process to allow the students explore their ideas from different perspectives.concerning to the impact on cognitive skills, the students noted that scientific approach helped them to comprehend learning content given by the teacher including improving their comprehension about the descriptive texts as well as the behavioural aspects. conclusion based on the data analysis results, some points could be concluded. first, scientific approach was considered as a method that can promote the young adolescents’ higher order thinking skills. the implementation of this approach also provided some benefits to the teacher and the students although some challenges were met during the implementation. to implement this approach, some components were splitted and filled with some learning strategies. overall, 62 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 all of those were groupped into three learning sections, namely opening, main activity, and closing. in opening section, observing and questionning were executed with brainstorming, mind-mapping, showing pictures, and open-ended questions. these strategies were intended to stimulate the students critical opinions and make the students engaged in their learning. in this context, most of the students involved actively as can be seen from their enthusiasm and classroom participations either in a group discussion or classroom ones. finding new vocabulary relating to names of items surrounding, shape and colours, and quality of the stuffs they were going to describe was an evidence that the students had promoted their hots. in addition, through observing and questioning activity the students got opportunity and experience to be critical which were performed from their analytical and evaluative opinions. experimenting and associating as the other components of scientific approach were realised in the main learning stage. these components were done through making abstract to concrete, plus minus interesting, and focused group discussion. making abstract to concrete was intended to train students put their imaginative ideas about their favourite or wanted stuffs in their descriptive writing. from this activity, the students were exposed to be able to promoted their hots because they could write their opinion based on their analytical and evaluative ones. moreover, to promote the students’ critical thinking, the teacher introduced plus minus interesting strategy in focused-group discussion. it was aimed to get shared opinion amongst the members to enrich the idea before writing descriptive text. however, to run this activity, the teacher explained how the procedures in advance. therefore, the students could apply this strategy well in group. moreover, making abstract into concrete and plus minus interesting were simuteanously equiped to apply focused group discussions. each group presented the results of the discussion in front of the class. it gave opportunity to the students to get new insights, ideas, suggestions from the other groups. it was good input to revise their descriptive writing to be better than before. 63 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 the last session of scientific approach was communicating done through evaluating and reflecting tasks. the students were required to make evaluative comments given either in their oral or written ones. their evaluative oral comments could be seen from their arguments, opinions, reasons in classroom discussions. whereas, the written ones could be proved from their writing. the results of data from the interview with the teacher and the students, it was investigated that both of the teacher and the students gained benefits from this approach. the teacher claimed that she found it helpful to arrange the learning activity more sequentially. she also recognized it more authentic in delivering the materials and doing the assessments. students enthusiasm and active classroom participation encouraged her to teach more interestingly. in term of the benefits for the students, they found their classroom activities were joyful, flexible, and conducive. they met their classroom practice to offer good experience in using the language for communication, particularly during group discussion and classroom presentation. besides they also stated that their learning offered some exposure on how to be critical through giving some ideas, comments, arguments, and reasons to describe the objects more detail even they were requested their prior knowledge and experience. in spite of benefits of implementing scientific approach to promote the students’ hots, the teacher also faced some challenges such as lack of teaching experience using scientific approach, insufficient linguistic knowledge, and time shortage. to overcome those challenges, the teacher comitted to keep implementing scientific approach by improving the materials, arranging more interesting learning activity, choosing the appropriate learning media, and assessment. moreover, the teacher also stated that she was required to join some professional developments programs which allowed her to discuss and share experience with other teachers who have implemented this approach. by doing so, she was optimistic to be able to implement scientific approach for teaching adolescents well. 64 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 references abosalem, y. (2016). assessment techniques and students' higher order thinking skills . international journal of secondary education, 1-11. agustien, h. i. (2014). the 2013 curriculum: the paradigm, interpretation, and implementation. english language education journal. anderson, l., & krathwohl, d. (2001). a taxonomy for learning, teaching, and assessing: a revision of bloom's taxonomy of educational objectives . boston: pearson education group. bowen, g. (2009). document analysis as a qualitative research method. qualitative research journal, 29-40. boyd, b. (2008). effects of state tests on classroom test items in mathematics . journal of school science and mathematics , 251-261. cowie, n. (2009). observation. in j. heigham, & r. croker, qualitative research in applied linguistics: a partial introduction (pp. 165-181). london: palgrave macmillan. creswell, j. 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(2009, july 22). the scientific method and scientific inquiry: tension in teaching and learning. wiley periodicals, pp. 29-47. widodo, t., & kadarwati, s. (2013). higher order thinking berbasis pemecahan masalah untuk meningkatkan hasil belajar berorientasi pembentukan karakter siswa. cakrawala pendidikan , 161-171. zaim, m. (2017). implementing scientific approach to teach english at senior high school in indonesia. journal of asian social science, 33-40. zohar, a., & dori, y. (2003). higher order thinking skills and low-achieving students: are they mutually exclusive? . journal of learning sciences, 145-181. microsoft word ana nisa ussolichah https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no.2, 2021 received accepted published june 2021 september 2021 september 2021 discourse marker analysis in avengers: endgame movie ana nisa ussolichah nisaa7636@gmail.com, universitas tidar, indonesia arindi indra arindiindra2@gmail.com universitas tidar, indonesia hesti dwi rahayu hestidwi2800@gmail.com universitas tidar, indonesia atsani wulansari atsani_wulansari@untidar.ac.id universitas tidar, indonesia abstract this study examines the use of discourse marker in avengers: endgame movie. discourse markers are words that connect the speaker with what has been said before. the purpose of discourse markers is to keep the conversation owing and not stiff. this discourse marker can improve a person's speaking ability to make it easier to understand. this research uses analytical methods taken from avengers: endgame movie, directed by anthony russo and joe russo. avengers: endgame movie is a 2019 american superhero movie based on the marvel comics superhero team by avengers. the data collected were analysed using a qualitative descriptive method. the results showed that the most widely used discourse marker is "oh,"which appear 55 times in the movie. keywords: discourse marker analysis, avengers, endgame movie. introduction in essence, on this earth humans are social creatures who cannot live alone. as social beings, humans need other people to survive. therefore, humans need to communicate and interact with others. without communication, humans will not jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 95 be able to live perfectly. communication can be in the form of oral or written communication. in short, communication has a purpose so that humans can understand one's intentions and goals. to communicate, humans need a system called language. language can unite all human beings from various countries in this world. according to kridalaksana and djoko kentjono (in chaer, 2014: 32), language is a system of arbitrary sound symbols used by members of social groups to communicate, cooperate and identify themselves. the main function of language is as a means of communication between humans, both individuals with individuals, groups with groups, and individuals with groups. in addition, language can also be defined as an intermediary system so that humans can know each other's intentions and goals. in short, a language is a communication tool (tarigan, 1987:22-23). language is the most important system in most human activities, including communication, thinking, sensing and representing information, higher-order cognition, and neurology (solso: 2007). language processing is an important component in information processing storage. in language there is also such a thing as language structure, to get the right and perfect language, we need to pay attention to the structure in language. likewise in english, in writing and pronouncing a sentence, the structure and pattern of the sentence must be considered so that it can be accepted and understood easily. currently, english is the most widely used language in various countries, or commonly referred to as an international language. therefore, students need to learn and understand english. as efl students, students must understand the patterns and structures in theuse of english correctly. therefore a student needs to learn grammar. grammaris not the primary goal in learning english, but grammar is essential jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 96 instrengthening the structure and increasing fluency in the language. in studyinggrammar, there are two kinds, namely written and spoken english grammar.written english grammar is learning english grammar in written or writtenform, while spoken english grammar is learning english grammar in oral form orheard and used for conversation with other people. one of the materials that students must understand is discourse marker.discourse markers are words that aim to keep the conversation owing and notstiff so that it is more pleasant to hear. in short, discourse markers can beinterpreted as connecting words. according to grammarians, discourse markerstalk about "smoother" speech and writing (more extended parts of a sentence).according to (sciffrin 1987:31), discourse markers (dms) are linguisticelements with different index relations and coherence between talk units. however, discourse marker words cannot stand alone because they willbecome less meaningful. at first glance, discourse markers have similaritieswith conjunction words. however, they are pretty different, especially in termsof function. discourse markers are usually used in informal contexts, whileconjunction words tend to be more formal. in this article, we will analyze the use of discourse markers in the film avengers: endgame. avengers: endgame movie is a 2019 american superhero movie based on the marvel comics superhero team by avengers. the film is directed by anthony russo and joe russo. the discourse markers that we will analyze are words that are commonly used in conversation, such as: like right you know fine now so i mean good oh well as i say great jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 97 okay mind you for a start anyway examples of the use of discourse markers that are commonly used in everyday conversation are as follows: i know joko justin bieber, most of the people call him justin… talking about justin, did you know he is a famous singer? i'm not sure when ariana will come home. anyway, she will be home before 7 pm. from the above statement, the authors are interested to analyze the use of discourse markers in the avengers: endgame movie. the discourse markers that will be analyzed are words that are commonly used in conversation such as: right, you know, now, so, i mean, good, oh, well,okay, and anyway. the data in this study is the result of searching for discourse marker words used in the avengers: endgame movie. method this study is designed as descriptive research. the descriptive method is a way to analyze uses to explain, analyze, and classify something through various techniques, surveys, interviews, questionnaires, observation, and text, frankel and wallen (1993, p.23). the main goal of descriptive research is to describe the data about what is being studied. zuriah (2007:47) claims that descriptive research is research that is directed to give the symptoms, facts, or events, systematically and accurately about the population characteristics or certain area.the subject of this research is a film taken from a marvel producer entitled endgame movie. document analysis is used as a tool in this paper. this document includes a transcript of the conversation that took place in the film. this is done to see the jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 98 emergence and use of discourse markers. after the data is collected, it is then prepared to be analyzed based on the theory of discourse markers. the first technique is the researcher reads and listens in detail from the conversation. the second technique analyzes discourse markers that appear in the film. theanalysis is based on how the characters of the lm players use discoursemarkers in the right way. the last technique is to identify the analysis resultsand look for the most widely used discourse markers in the lm endgame. findings and discussion in this study, the researchers used descriptive methods in collecting data. the way the researchers collected data was by analyzing the script from the avengers: endgame movie. the data obtained will show the type of discourse marker word, the number of times the word appears or is used in conversation, and when the discourse marker is spoken.from this data, the aim is to find discourse markers used the most to the least. data from the avengers: endgame movie analysis can be seen in more detail in the table below: table 1: discourse marker “right” word number of occurrences time right 23 00:11:40 00:11:45 00:21:34 00:31:18 00:32:08 00:34:59 00:37:05 00:38:44 00:39:50 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 99 00:43:48 00:50:53 01:06:24 01:06:33 01:09:03 01:34:14 01:39:19 01:39:22 01:56:12 02:07:44 02:19:53 02:35:34 02:36:46 02:42:54 from the table above, the number of right words that appear during the film is 23 times.the words that occur can be known from the time described in thetable. table 2: discourse marker “you know” word number of occurrences time you know 39 00:04:05 00:05:03 00:11:09 00:11:48 00:12:39 00:13:49 00:20:37 00:20:47 00:28:32 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 100 00:28:49 00:28:55 00:29:24 00:30:54 00:42:04 00:50:51 00:51:14 00:58:45 00:58:48 01:03:21 01:03:45 01:03:51 01:05:50 01:05:52 01:29:33 01:30:36 01:37:13 01:37:22 01:45:37 01:47:08 01:48:42 01:51:34 01:51:38 01:51:59 02:07:43 02:39:15 02:40:02 02:41:08 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 101 02:43:17 02:43:34 from the table above, the number of appearances of the discourse marker “you know” is 39 times during the movie. this can be seen from the time listed in the table. table 3: discourse marker “now” word number of occurrences time now 19 00:02:58 00:04:38 00:26:36 00:34:38 00:35:56 00:35:57 00:37:44 00:40:55 00:41:41 00:52:36 00:58:38 01:01:54 01:19:59 01:24:08 01:30:21 01:31:37 01:45:34 02:08:58 02:36:03 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 102 during the movie, the discourse marker “now” appears 19 times. this can be seen in the timeslisted above. table 4: discourse marker “so” word number of occurrences time so 46 00:04:14 00:13:24 00:13:50 00:13:50 00:20:29 00:21:16 00:26:34 00:27:09 00:27:17 00:31:17 00:31:59 00:32:48 00:32:51 00:33:52 00:34:00 00:39:38 00:51:32 00:51:48 00:53:24 00:53:54 00:59:39 01:01:52 01:02:20 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 103 01:02:28 01:02:58 01:03:12 01:03:21 01:03:29 01:03:49 01:09:30 01:11:08 01:13:01 01:24:23 01:24:36 01:26:00 01:27:37 01:32:57 01:43:02 01:45:00 01:56:16 01:58:21 02:05:18 02:07:41 02:36:25 02:40:29 02:45:56 in the table above, the number of occurrences of the discourse marker “so” is 46. that is a very large number. the use of the word can be known by looking at the time in the table. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 104 table 5: discourse marker “i mean” word number of occurrences time i mean 8 00:05:08 00:14:00 00:27:57 00:36:43 01:17:15 01:17:22 01:30:13 02:36:07 the discourse marker “i mean” was used 8 times during the movie. this can be seen from the time listed in the table. table 6: discourse marker “good” word number of occurrences time good 10 00:09:20 00:35:33 00:41:01 00:43:33 01:11:39 01:49:10 02:07:48 02:39:49 02:39:51 02:46:22 during the movie, the discourse marker “good” is used 10 times. from the table above, the time in which the word "good" was spoken can be seen. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 105 table 7: discourse marker “oh” word number of occurrences time oh 55 00:02:43 00:03:57 00:04:16 00:09:20 00:09:21 00:09:23 00:10:18 00:17:48 00:24:37 00:24:41 00:24:53 00:30:38 00:34:48 00:36:20 00:37:57 00:44:36 00:44:54 00:45:04 00:46:26 00:48:27 00:50:37 00:50:40 00:51:24 00:53:53 01:03:15 01:03:45 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 106 01:04:14 01:09:36 01:10:26 01:20:14 01:21:38 01:21:50 01:22:01 01:28:51 01:29:07 01:31:33 01:31:59 01:32:13 01:33:30 01:41:04 01:41:22 01:42:16 01:44:20 01:48:42 01:49:10 01:51:42 02:10:41 02:19:56 02:20:01 02:20:05 02:25:20 02:26:17 02:41:39 02:42:31 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 107 02:46:34 from the table above, the discourse marker “oh” used in the film is 55 times. “oh” is the most used discourse marker in dialogue. from the table, it can be seen the time during which “oh” is used in conversation. table 8: discourse marker “well” word number of occurrences time well 19 00:05:03 00:11:26 00:26:35 00:27:14 00:36:40 00:38:55 00:46:28 00:59:08 01:02:07 01:17:09 01:20:42 01:37:12 01:37:43 01:39:22 01:41:31 01:42:22 01:45:02 01:51:31 02:46:01 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 108 from the table above, the discourse marker "well" is used quite a lot, 19 times during the movie.from the timetable, the use of the word "well" in conversation can be seen. table 9: discourse marker “okay” word number of occurrences time okay 41 00:00:07 00:00:13 00:00:22 00:09:30 00:11:45 00:11:47 00:11:47 00:15:13 00:27:23 00:28:22 00:33:24 00:31:26 00:38:30 00:43:19 00:51:30 00:53:12 00:53:45 00:53:51 01:01:52 01:06:35 01:09:51 01:11:20 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 109 01:12:21 01:13:01 01:20:40 01:21:33 01:33:32 01:41:51 01:52:12 01:56:33 01:56:50 01:58:21 01:59:41 02:04:53 02:11:59 02:24:59 02:40:05 02:40:11 02:42:15 02:42:29 02:44:24 the discourse marker "okay" is widely used in the movie, 41 times. during the movie, the number of words "okay" used in the dialogue can be seen from the time in the table. table 10: discourse marker “anyway” word number of occurrences time anyway 1 00:53:38 from the table above, “anyway” is the least used discourse marker during the film, which is used once. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 110 in this discussion part, the researchers will describe the results of the data that have been obtained in the "avengers: endgame" movie directed by anthony russoand joe russo. discourse markers analyzed include the words right, you know, now, so, i mean, good, oh, well, okay, and anyway. the purpose of the analysis is to find the discourse markers that appear the most in conversations in the movie. from the data obtained, the order of discourse markers from the most widely used is as follows: 1. oh the discourse marker “oh” appears 55 times during the conversation. oh is a marker of information management: it marks a shift in the speaker's orientation marks (objective and subjective) towards information that occurs as the speaker and listener regulate the flow of information generated and received during the discourse. “oh” includes interjections. interjections are words or set of sounds used as a sudden remark to express feelings (leech 1994:152). 2. so the discourse marker "so" is used 46 times in conversation. “so” is a discourse marker of cause and effect. so indicates that a speaker has reached a point in the presentation of his idea at which a hearer can infer what would come next even if it is not explicitly stated. 3. okay the discourse marker "okay" was used 41 times. “okay” is a discourse marker of response as well as “well” and “oh” 4. you know the discourse marker “you know” was used 39 times. the word “you know” has the function of markers of information and participation. 5. right jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 111 the discourse marker "right" was used 23 times. the word "right" is the same as the words "okay" and "you know" which is a discourse marker that has the function as a marker of information and participation. 6. now the discourse marker “now” was used 19 times. “now” includes discourse markers have the function as a marker of information and participation. the word "right" is also used to end a conversation and also change or adjust the topic of conversation. 7. well during the movie, the discourse marker “well” is used 19 times. the use of "well" is the same as the use of "oh" in that it is not based on status grammar or semantic meaning. well is a response marker. more generally, good is possible when the coherence options offered by one component of speech differ from those of another: positioning the speaker well as a respondent at one level of discourse and allowing a temporary detachment from attention to others (sciffrin 1987:127). 8. good the discourse marker "good" was used 10 times. the researchers concluded "good" as a marker of response because it was used to respond to questions and statements. 9. i mean the discourse marker "i mean" was used 8 times. “i mean” includes discourse markers that have the function of a marker of information and participation. 10. anyway the discourse marker “anyway” is used once. “anyway” is used to return the conversation to the original topic. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 112 conclusions this study aims to analyze the use of discourse markers in avenger: endgame movies. based on the analysis, it is concluded that the film uses a lot of discourse markers. the discourse markers the most widely used are "oh,"which appear 55 times in conversation from the data obtained. at the same time, at least the word "anyway" is used only once. this discourse marker can improve a person's speaking ability to make it easier to understand. this data will make it easier to understand and nd use discourse markers on films. references satriadi, n. p. (2014). research methodology. repository.upi.edu , 32-33. definition, functions, lists, uses, example sentences, and practice questions for discourse markers. (n.d.). retrieved june 2021, from yes.co.id: https://www.yec.co.id/inggris/pengertian-fungsi-daftar-penggunaan-contohkalimat-dan-latihan-soal-discourse-markers/ hasniar. (2017). discourse markers used in brad bird’s movie. alauddin.ac.id , 10-15. hasniar. (2017). discourse markers used in brad bird’s movie. uinalauddin.ac.i , 1-6. nurjaya. (2018, november 19). writen and spoken english. retrieved june 2021, from kampunginggrispare.info: https://kampunginggrispare.info/writtenenglish-dan-spoken-english/ ryadi, r. (2019). definition and examples of discourse markers. retrieved may 2021, from kampunginggrispare.id: https://www.kampunginggris.id/discourse-marker microsoft word 5462-19078-1-rv luthfi https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 received accepted published july 2021 august 2021 september 2021 identifying affixes used in the 18 th to 19 th century classic short stories rindi fediany rindifediany@gmail.com tidar university lilia indriani indriani@untidar.ac.id tidar university abstract affix is a term that cannot be separated from linguistic. it is a grammatical element attached to a word, stem, or phrase to produce derived or inflected forms. affixes can be distinguished into three types, namely prefix, infix, and suffix. infix is a letter or a stem of words inserted into the root itself, and a prefix is a letter or group of letters that is added or placed before the stem of a word, while a suffix is placed at the end of the stem of a word. affixes consist of three types. there are prefixes, infixes, and suffixes. this study aims to determine what types of affixes were used in the 18th to 19th century classic short stories and which type was used the most. this study is a descriptive qualitative method, and this study uses documentation and observation methods to get the data. then the data is analyzed by identifying words containing affixes found in those short stories. the data analysis is used to conclude. the result of the analysis shows which affixes were used the most keywords: affix, prefix, suffix, short story, corpus linguistic introduction linguistic can be defined as a scientific study of a language. it studies every aspect of a language, such as the structure, the pattern, the interaction between each element, and so on. richard and schmidt (2002: 283) define linguistics as the study of language as a human communication system. linguistic analyses how a language is used and how it functions. linguistic has several branches, namely: (1) phonetic, which studies speech sound, (2) phonology which studies sound patterns, (3) morphology which studies the structure of a word, (4) jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 57 syntax, which studies the structure of a sentence, (5) semantic which studies the meaning of words, and (6) pragmatics which studies the use of language. the terms morphology and morpheme both come from the greek root word morph, which means shape. therefore, morphology is the study of the "shape" words take, whereas morphemes are those that "shape" the word. l. bloomfield (1973) says, "by the morphology of a language we mean the constructions in which bound forms appear among the constituents." unhappy and happily are simple examples of derivational morphology. the base word “happy” is added with morphemes unand –ly. according to lieber (2009:32), "morpheme is the meaningful units used to form words." a morpheme is different from a word. a word always stands alone, while a morpheme sometimes does not. functionally, morpheme can be categorized into two types. they are free morpheme and bound morpheme. a free morpheme can be uttered alone, such as the following words: cake, dog, boy, know, and so on. on the contrary, a bound morpheme cannot be uttered alone with meaning. it always needs to be attached to one or more free morpheme to form a word. morpheme includes affixes. according t rene van den berg (1989) affixes are defined as a closed class of grammatical elements within the word. affixes are categorized as bound morphemes since they cannot stand on their own. according to their positions, affixes can be categorized into prefix, infix, and suffix. an infix is a suffix inserted into the root itself, a prefix is an affix attached at the beginning of a word, and a suffix is an affix attached at the end of a word. some prefixes commonly used are; re-, means again or back, e.g., redo, recycle; dis-, means not, opposite, reverse, e.g., disagree, disappointed; mis-, means bad wrong, e.g., misbehave, misplaced. some other prefixes such as de-, ex-, il-, im-, in-, non-, pre-, pro-, re-, un-. on the other hand, the suffix has some types as well. for example; -able, means capable of or having the quality of, e.g., miserable, replaceable; -ful means full of, e.g., beautiful, meaningful; -less jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 58 means without, e.g., useless, meaningless. some other suffixes such as –al, -er, est, -ible, -ily, -ing, -ly, -ness, -y. this study concerns seven short stories written in the 18th to 19th century, entitled: the ugly duckling, the emperor’s new clothes, the gift of the magi, the cat, the little mermaid, a dark brown dog, and the occurrence at owl creek bridge as the object of this study. this study chooses them because these short stories are the works of some famous writers, who are very well known in the literary world from then until now. these writers are hans christian andersen, o. henry, mary e. wilkins freeman, and ambrose bierce. all these classic short stories are classified as narrative texts which have imaginative story inside. it is known that narrative text is an english learning material provided in high schools and even colleges with different degrees of difficulty. there are several affixes found in these literary works. therefore, it can be concluded that classic short stories can help students or readers to learn about affixes since affixes are often appeared in any kind of text, whether it is a written or spoken text. the objectives of this study are: 1) to know what affixes were used in the 18th to 19th century short stories 2) to know which affix was the most used in the 18th to 19th century short stories method this study uses a descriptive qualitative method. according to fraenkel and wallen (1993, p.23), a descriptive method is used to explain, analyze and classify something through various techniques, survey, interview, questionnaires, observation, and text. it is a method in which the data are in the written or oral words that are descriptively analyzed. the method is used to collect the data, analyze the data, and draw conclusions from the data analysis. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 59 the similar work of the important mechanic and grammatical matters was also represented in rudiana (2021). in line with that, this present study aims at finding out what types of affixes were used in the 18th to 19th century classic short stories and which affix is used the most. this study uses documentation and observation method to collect the data, and the steps are: 1. reading famous 18th to 19th century classic short stories. 2. identifying words containing affixes and write them down 3. classifying the types of each affix found the data are used to be analyzed, and then some conclusions are drawn afterward. findings and discussion there are so many affixes, both prefix and suffix, that can be found in english. the following is a list of the most commonly used affixes in english and their meaning. a. most common prefixes table 1. most commonly used prefixes prefix meaning prefix meaning 1 a-, annot, without 14 il-, im-, in-, ir not, without 2 antiopposite, against 15 inter between, among 3 autoself 16 intra-, intro, inside, within 4 cotogether, with 17 monosingle, alone 5 com-, conwith, together 18 non absence, negation 6 contra-, contro against, opposite 19 postafter 7 dedown, away 20 pre-, probefore 8 dis negation, removal, expulsion 21 re-, again 9 enput into or on 22 subunder, lower jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 60 10 exout of, previous 23 sym-, synin union 11 extraoutside, beyond 24 un not, cancellation 12 heterodifferent, other 25 unione, single 13 hyper beyond, more than 26 upto the top b. most common suffixes table 2. most commonly used prefixes noun suffixes verb suffixes adjective suffixes suffix meaning suffix meaning suffix meaning 1 -al act of -ate become -able, ible capable of being 2 -ance, ence state of -en become -ful full of, notable of 3 -dom place or state of being -ify, -fy make, become -ic, -ical relating to 4 -ing action, state, process -ize, -ise become -ious, ous having qualities of 5 -er, -or someone who -ish having the quality of 6 -ism belief, doctrine -ive having the nature of 7 -ist someone who -less without 8 -ity, -ty quality of -ly with, by 9 -ment condition of -y characteri zed by 10 -ness state of being 11 -ship position held 12 -sion, tion state of being jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 61 after collecting and analyzing the data, the writer found the results of this study. the first research is about what affixes were used in the 18 th to 19 th century short stories, especially in these seven short stories; the ugly duckling, the emperor’s new clothes, the gift of the magi, the cat, the little mermaid, a dark brown dog, and the occurrence at owl creek bridge. the results of this research are attached below. a. prefixes table 3. the data of prefixes short story 1 short story 2 short story 3 short story 4 short story 5 short story 6 short story 7 sub total de0 0 1 1 0 0 2 4 dis4 0 1 1 1 2 9 en4 0 1 1 2 2 4 14 ex0 2 0 0 1 0 1 3 extra0 2 0 0 0 0 0 2 il-, im-, in-, ir 5 2 3 5 12 3 12 42 inter0 0 0 0 0 0 0 0 mono0 0 0 1 0 0 1 2 non1 0 0 0 0 0 0 1 post0 0 0 0 0 0 0 0 pre-, pro2 0 2 0 0 1 0 5 re0 2 0 0 6 1 6 15 sub0 0 0 0 0 0 2 2 un9 10 4 8 7 3 14 55 uni0 0 0 0 0 0 1 1 up0 0 0 0 0 0 2 2 total 157 b. suffixes table 3. the data of prefixes jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 62 short story 1 short story 2 short story 3 short story 4 short story 5 short story 6 short story 7 sub total -al 5 0 4 3 4 1 11 28 -ance, -ence 4 4 2 6 2 4 15 37 -dom 0 0 0 0 3 1 0 4 -er, or 6 37 1 5 1 4 9 63 -ing 85 37 36 61 143 52 116 530 -ism 0 0 0 0 0 1 0 1 -ist 0 0 0 0 0 0 1 1 -ity, -ty 5 4 1 3 3 3 9 28 -ment 4 0 3 0 3 5 6 21 -ness 8 1 2 3 9 2 7 32 -ship 1 1 0 3 0 1 0 6 -sion, tion 21 9 17 9 6 10 28 100 -ate 0 0 0 1 1 0 0 2 -en 36 0 10 16 43 5 19 129 -ify, -fy 0 0 0 0 0 0 0 0 -ize, -ise 0 0 0 1 0 0 0 1 -able, -ible 1 2 2 5 0 4 9 23 -ful 27 11 9 8 27 9 5 96 -ic, -ical 0 0 2 0 0 4 5 11 -ious, -ous 3 7 3 4 9 9 18 53 -ish 2 1 1 1 1 2 2 10 -ive 0 2 0 1 1 1 2 7 -less 1 0 0 2 2 1 6 12 -ly 57 21 30 34 83 45 53 323 -y 7 0 0 11 0 8 2 28 total 1546 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 63 based on the findings above, there are various affixes found in 18 th to 19 th century short stories, especially in the short stories that have been selected by the writer. from the data, it can be seen that the total number of suffixes found is more excessive than the total number of prefixes. it is approximately ten times higher. however, not all prefixes and suffixes found in those short stories. prefix a-, an-, anti-, auto-, co-, com-, con-, contra-, contro-, hetero-, hyper-, inter-, intra-, intro-, post-, sym-, synand suffix ify-, fy were not found at all. moreover, the suffix –ing has the highest number of appearances. it is a suffix that is classified as inflectional morpheme in english verbs which commonly used as present participle verbs, gerunds, or sometimes as independent noun or adjective. conclusions the writer comes to the conclusion that short story writer in the 18th to 19th century were already using various kinds of both prefix and suffix in their works. although suffix provides higher number of appearances, there are still lots of prefix used by short story writers in that period of time. the suffix –ing appeared excessively because short stories, in this case are narrative texts, use past continuous tense to describe actions that were happening in the past. the suffix –ing also commonly used as gerunds as well. references aronoff, m., &fudeman, k. (2011). what is morphology? (second edition). chichester: a john wiley & sons ltd. berg, r., v. d. (1989). a grammar of the muna language. dordrecht: foris publicatons holland. bloomfield, l. (1933). language. new york: holt, rinehart & winston. creemers, a., don, j., & fenger, p. (2018). some affixes are roots, others are heads. nat lang linguist theory, 36, 45-84. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 64 fraenkel, j., r., wallen, n., e., & hyun, h., h. (1993). how to design and evaluate research in education. new york: mcgraw-hill. handoko, m., d. (2019). english morphology. lampumg: cv. iqro penerbitan. kusumawardhani, p. (2020). affixes analysis in a “hansel and gretel” story to english young learners: a morphology perspective. wanastra: jurnal bahasa dan sastra, 12(1), 08-16. lieber, r. (2009). introducing morphology. cambridge: cambridge university press. nandito, i k. (2016). derivational and inflectional morphemes. international research journal of engineering, it & scientific research, 2(1), 22-29. natalia, s., & wulandari, t. r. (2017). identifying types of affixes in english and bahasa indonesia. holistics journal, 9(17), 08-22. nurjanah, s. y., ramdhaniah, a., & m. erfansyah. (2018). affixation of derivational and inflectional process in narrative text entitled the ugly duckling. project: professional journal of english education, 01(03), 309-318. richards, j., & schmidt, r. (2002). longman dictionary of language teaching and applied linguistics. essex: pearson. rudiana. (2021). the realization of grammatical cohesion devices in efl students’ argumentative essays. journal of applied linguistics and literacy (jall) vol. 5 no. 1 (101-108). siboro, e., & bram, b. (2020). morphological analysis of derivational affixes in brothers grimm’s the story of rapunzel. english franca, 4(1), 71-84. somathasan, m. (2018). the study of affixes (prefixes and suffixes): an esl and innovative approach. international journal of applied research, 4(11), 0105. subandowo, d. (2014). negation affixes in english. premise journal, 3(2), 135-144. journal of english department of galuh university/vol. 00 no. 00: 1-17 https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 received accepted published august 2020 september 2020 september 2020 reciprocal teaching of reading to promote students’ critical thinking fitri lestari sriwahyuni fitrilestarisriwahyuni@gmail.com english education program fkip galuh university r. bunga febriani bunga.febriani@gmail.com english education program fkip galuh university luthfiyatun thoyyibah luthfiyatun20@gmail.com english education program fkip galuh university abstract this paper is a case study that aims at finding out the reciprocal teaching of reading to promote students’ critical thinking. the researchers used a case study in this qualitative research. the research participants of this study were the ninth grade of islamic junior high school in tasikmalaya, consist of twenty five students. in collecting data, the researchers used triangulation method as data collection techniques. the instruments are observation, interview, and questionnaire. the result showed that most of students’ perceptions are good. it is recommended for english teacher to used reciprocal teaching in reading to promote students’ critical thinking. key words: reciprocal teaching, reading, students’ critical thinking introduction one of the ways to get information is by reading, but nowadays students’ current reading interest is very low. this can be seen from several schools in tasikmalaya. students spend more time for playing games and social media than reading text books or just visiting the library in their school. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 30 many factors of students’ low interest of reading. one of them is because the development of technology. the other factors that influence the students’ low interest of reading are derived from the inside and outside of the students itself, such as nature, habits, self-expresion, does not supported by family and school environment. in teaching and learning process a teacher must be able to understand each student’s characteristic, especially for students who need more attention in teaching and learning process. students are always passive and only listen to what is conveyed by the teacher when the teaching and learning process . they must be more concerned with the aim that these students can be more active and able to be invited forward. students who tend to be passive in the class do not mean they are stupid, but they only feel embarrassed and afraid of their friends. students’ self-mistrust sometimes come from their self. low material mastery makes them afraid to express their opinions. all of that is the reason why they prefer to be passive when learning activities occurs. most students can not see the meaning of a text critically. the habit of reading culture fosters students’ curiosity. in this activity, questions arise that must be solved by them self. students are required to improve their thinking, which in turn will make students think critically. there are several previous studies that related to the implementation of reciprocal teaching in reading. one of the previous studies was conducted by okkinga et al. (2018). this research analyzed how reciprocal teaching could improve low-achieving adolescents’ reading comprehension in whole-classroom settings. the next previous study was conducted by yunus & a’yun (2017), this research showed that there was a significant effect on reading comprehension to efl. by using reciprocal teaching method, students could improve their reading comprehension to efl students. these previous studies strengthen this research. it can be seen from reciprocal teaching which has been proven to improve reading comprehension in students with low achievement. while in this research, the researcher does not only focus on students’ reading comprehension, but also on how students think critically on reading lesson by using reciprocal teaching. however, the present study focuses on how reciprocal teaching promotes students’ critical thinking. more specifically, the researcher focuses in promoting students’ critical thinking, that did not investigate in the previous studies. this study fills the gap by jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 31 investaging on how the teacher promote students’ critical thinking through reciprocal teaching. thus, the researcher conducted a research entitled “reciprocal teaching of reading to promote students’ critical thinking (a case study at the ninth grade of one public islamic junior high school in tasikmalaya) reciprocal teaching reciprocal teaching is an instructional procedure designed to enhance students’ comprehension of the text. there are four comprehension strategies: predicting, questioning, clarifying, and summarizing. furthermore, reciprocal teaching is a teaching strategy where the learning process is more dominated by students itself. they are required to be more active, bold and creative in expressing their opinions. according to palinscar & brown (1984), reciprocal teaching is a strategy of collaborative reading that take on the students group in using the four strategies. they are predicting, questioning, clarifying, and summarizing. the teacher and several students meet in a group to read a piece of text, occasionally stopping to discuss and process the text aloud. students are taught cognitive strategies that help them construct meaning from texts and simultaneously monitor their reading comprehension. additionally, the procedure of reciprocal teaching was designed by anne marrie palincsar from michigan state university and anne brown from the university of illinois. reciprocal teaching is characterized by: the first a dialog between students and teacher, each taking a turn in the role of dialogue leader. second, reciprocal means, interaction were one person acts in response to the other. third, structure dialogue using four strategies: questioning, summarizing, clarifying and predicting. reading reading is an activity that must be carried out by students to gain more knowledge besides the knowledge provide by teacher. according to gilakjani & sabouri (2016) reading is a significant activity that furthers the development of learners’ various academic tasks. it helps readers decoding a text, analyzing, explaining, and expressing their own ideas about written materials (r fahmi, l youlia friatin, l irianti, 2020). in the classroom, reading is considered as the most important activity, not only as a source of information and pleasurable activity, but also as a means of extending one’s knowledge of language. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 32 reading is an activity that needs comprehension and interpretation of written language in which readers must be aware of an idea, understand it in terms of their experiential background and interpret it in relation to their own needs and purpose. as stated by komariah et al. (2015), reading is one of the language skills that learners should master, however, reading proficiency is difficult to attain without having adequate skills and comprehension. reading is a complex process that involves components, processes, and factors with the aim of finding better ways of improving it among learners. according to meniado (2016), reading is an interactive process of finding meanings from a text. it’s series of cognitive activities that include a lot of dimensions like the understanding of words and their meanings, mindfulreaction, and integration. cohen (1998), states that for a reading process to be effective, it has to undergo three fundamental stages: the first stage is the pre-reading stage, the second one is the actual reading, and the last stage is the post reading stage. he goes on to assert that these main steps play a vital role in the reading process which is set to help readers practice various reading strategies. in the prereading stage, readers may apply a number of strategies such as; guessing, scanning, predicting the genre of text they are going to read or identifying any difficulties apparent in the text. in doing so, the readers read the title of the text, relate the title to the readers’ schemata, and then they predict the content of the text. according to perfetti & stafura, (2014), a general framework of reading systems must reflect reading more fully by adding word level processes to the higher level processes that are the focus of comprehension. this reading systems framework makes the following claims about reading. here are six essential skills needed for reading, and what might help struggling readers improve this skill. the first is decoding. decoding is a vital step in the reading process. readers use this skill to sound out words they have heard before but have not seen written out. the ability to do that is the foundation for other reading skills. decoding relies on an early language skill called phonemic awareness. phonemic awareness enables readers to hear individual sounds in words (known as phonemes). second is fluency. to read fluently, readers need to instantly recognize words, including ones they can’t sound out. fluency speeds up the rate at which they can read and understand jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 33 text. it’s also important when readers encounter irregular words, like of and the, which can’t be sounded out. third is vocabulary. to understand what you are reading, you need to understand most of the words in the text. having a strong vocabulary is a key component of reading comprehension. students can learn vocabulary through instruction, but they typically learn the meaning of words through everyday experience and also by reading. fourth is reasoning and background knowledge. most readers relate what they have read to what they know. so it is important readers to have background or prior knowledge about the world when they read. they also need to be able to read between the lines and extract meaning even when it is not literally spelled out. the fifth is working memory and attention. these two skills are both part of a group of abilities known as executive function. they’re different but closely related.when the readers read, attention allows them to take in information from the text. working memory allows them to hold on the information and use it to gain meaning and build knowledge from what they are reading. working memory and attention are part of executive function. considering the explanation above, it is assumed that one of method that can be applied in teaching reading, it is reciprocal teaching method that can help students to become more understand in reading learning. critical thinking critical thinking is needed by students in reading because student with critical thinking can understand the text deeply. according to yousefi & mohammadi (2016), critical thinking is believed to have significant contributions to learners’ academic context in the era of technology and explosion of information. meanwhile, kurland (2010), stated that critical thinking is a technique to reflect and evaluate what is read, so it helps students make a sound judgment and shape their beliefs. critical thinking involves reflecting on the validity of what we have read in light of our prior knowledge and understanding of the world. in this regard, students need to encourage critical thinking skills and incorporate it into their academic studies. according to ekahitanond (2013), critical thinking skills in the higher-order thinking levels of bloom’s taxonomy (analysis, synthesis, evaluation) were significantly increased after jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 34 they used the critical thinking model based on peer feedback strategy. students were taught how to give reasons, comments, and feedback, through examples and practice. critical thinking skill is one of high-level thinking skill that becomes the indicator of learning goal accomplishment and skill that need to be attained by students. according to thalib et al. (2017), the critical thinking skill empowerment that is done consistently in the learning process will make students competent in managing their learning process independently and increase their thinking skill. critical thinking is the ability to consider a range of information derived from many different sources, to process this information in a creative and logical manner, challenging it, analyzing it and arriving at considered conclusions which can be defended and justified. critical thinking to be purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, or contextual considerations upon which that judgment. the ideal critical thinker is habitually inquisitive, well-informed, trustful of reason, open-minded, flexible, fair-minded in evaluation, honest in facing personal biases, diligent in seeking relevant information, reasonable in the selection of criteria, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit (abrami et al., 2015). to reinforce students’ critical thinking skills, teacher instruction should provoke students to presume, suspect, generalize, create, and assess, including giving chances for students to identify and solve problems, particularly those that are relevant and of interest and concern to students. according to ekahitanond (2013), students’ critical thinking skills can be mobilized after acquiring two important components of thinking. they are the ability to identify the parts of their thinking and evaluate the use of these parts. someone who thought critically doing their actions creatively can be trusted and have a quality reasons. according to moon (2008, p.139), critical thinking is a comprehensive thought that involves criticism and creative thinking, which is primarily related to the quality of reasoning or argument that presented to support the beliefs or action taken. increasing critical thinking skill by using reciprocal teaching in reading learning can be seen from the results of several instruments that will be applied in this study. while in this study the researcher examined how reciprocal teaching promote students’ critical thinking in jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 35 reading lesson based on the steps that occurs in reciprocal teaching such as predicting process, questioning process, clarifying process, and summarizing process. method the researchers used a case study in this qualitative research. in addition, this study focused on a single phenomenon which is one of the characteristics of a case study. the steps that the researchers took in this research is by taking the data from classroom observation, interview, and questionnaire. all of the data was taken to answer the research question in this research. it’s to find out the implementation of reciprocal teaching in reading process to promote students’ critical thinking, and to find out the students’ perception after teaching by reciprocal teaching method. the researchers took the participants purposively because the researcher wanted to fulfill what exactly need to answer the research question in this study. as mentioned by creswell (2012, p.206), in purposive sampling, “researchers intentionally select individuals and sites to learn or understand the central phenomenon.” in this regard, the participants in this study consist of 25 students. findings and discussions after collecting the data from data observation, the interview, and the questionnaire the researchers conducted the analysis of each instrument that was described as follows: teacher promote students’ critical thinking by reciprocal teaching of reading the classroom observation was conducted three times on 4 th until 6 th march 2019. the classroom observation aimed to get deeper understanding of the teacher promote students’ critical thinking by reciprocal teaching of reading. in fact, classroom observation was conducted to answer the first research question as follow: “how does the teacher promote students’ critical thinking by reciprocal teaching of reading?”. then, the data were analyzed by coding, interpreted, and drawing the conclusion. the step was implemented in this technique by the teacher it was divided into three sections. the first is opening section by greeting students, and checking students’ attendance list. second are main activity sections which consist of four strategies of reciprocal teaching, it jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 36 is predicting, clarifying, questioning and summarizing. according to palincsar & brown (1984), reciprocal teaching is an instructional procedure in which students learn to improve their reading comprehension through active participation in their reading process by using comprehension-fostering and comprehension-monitoring strategies. these strategies are predicting, clarifying, questioning, and summarizing. the last is helping students to use the strategies, managing the group discussion, checking students’ comprehension of the text discussed, and closing section by reviewing the lesson. in this observation, it was very important to observe students’ critical thinking, while students’ interaction, teacher action and activities when reciprocal teaching was implemented in the classroom. in learning process, the activities consist of three parts, they were opening, main activity and closing. based on the finding, it is concluded that in this learning process of reading by using reciprocal teaching method. most of students were very active in expressing their opinions. it was seen from several students who answered question from other group members. they provide answers meaningfully and based on the different perspective. according to yousefi & mohammadi (2016), critical thinking is a technique to reflect and evaluate what is read, so it helps students make a sound judgment and shape their beliefs. critical thinking involves reflecting on the validity of what we have read in light of our prior knowledge and understanding of the world. the researchers conducted interview to answer the first research question. it is to strengthen the data from classroom observation data. the student interviewed selected randomly by researcher. students interviewed consist of three persons, and they took from each group. the interview itself consisted of five question, it is to find out how far students’ critical thinking after learning by using reciprocal teaching. based on the findings fom the interview, it can be concluded that in this learning process of reading by using reciprocal teaching method. most of students were very active in expressing their opinions. they provide answers meaningfully and based on the different perspective. therefore, they were thinking critically. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 37 students’ perception toward reciprocal teaching of reading the step that the researcher interpreted the results of students’ perception in learning reading by using reciprocal teaching is questionnaire. the questionnaire was given to participants to find out the data from the second research question. it is “what are students’ perception toward reciprocal teaching?” questionnaire is the third instrument. this questionnaire analyze by computing the percentage data to answer the second research question. it is students’ perception toward reciprocal teaching. from the data analysis of questionnaire, the researcher found that most of students feel interested when they were learning reading by reciprocal teaching method. it’s can be seen from the table 4.4 that showed 96% answered ‘yes’ that learning reading by using reciprocal teaching method is interested. furthermore, the researcher found that most of students feel that reciprocal teaching method increase their motivation and their courage when learning reading. the questionnaire was given after teaching and learning process occur. the questionnaire was given to the ninth grades at one islamic junior high schools in tasikmalaya. the participants of the study were twenty five students. the data were analyzed to answer the research questions by describing the data and drawing the conclusion. meanwhile, based on the data analysis of questionnaire, the researchers found that most of students feel the positive effect when they were learning by reciprocal teaching method. as stated by reichenberg & lofgren (2014), the benefits of reciprocal teaching that learners get are: a greater knowledge of the topic, improved reading skills, more positive attitudes when extracting, organizing and recording information, improved leadership, increased co-operation and greater initiative. conclusions reciprocal teaching can be used by the teacher as an alternative teaching technique in teaching reading also to promote students critical thinking. the students must always be motivated to learn english. they also must be brave and active in applying reciprocal teaching technique to comprehend a text. never be shy in sharing the idea and learn as much as possible. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 38 the result of the research can be used as a reference for further researcher, and those who are interested in conducting the research with a similar topic. this research has weaknesses in the other fields, because it only aimed to investigate the reciprocal teaching method to promote students’ critical thinking on reading. other than that, for the next research, the researcher suggested to investigate the reciprocal teaching in speaking or writing lesson. references abrami, p. c., bernard, r. m., borokhovski, e., wadington, d. i., & wadde, c. a. (2015). strategies for teaching students to think critically: a meta analysis. journal of educational research , 85 (2), 275-314. cohen, a. d. (1998). strategies in learning and using a second language. essex: longman. creswell, j. w. (2012). educational research: planing, conducting, and evaluating quantitative and qualitative research. ekahitanond, v. (2013). promoting university students ’ critical thinking skills through peer feedback activity in an online discussion forum. alberta journal of educational research , 59 (2), 247-265. gilakjani, a. p., & sabouri, n. b. (2016). a study of factors affecting efl learners’ reading comprehension skill and the strategies for improvement. international journal of english linguistics , 6 (5), 180-187. komariah, e., ramadhona, p. a. r., & silviyanti, t. m. (2015). improving reading comprehension through reciprocal teaching method. studies in english language and education , 2 (2), 87-102. kurland, d. j. (2010). how the language really works: the fundamentals of critical reading and effective writing, 4 (1), 70-76. meniado, j. c. (2016). metacognitive reading strategies, motivation, and reading comprehension performance of saudi efl students. english language teaching, 9(3), 117-129. moon, j. (2008). critical thinking: an exploration of theory and practice. canada: routledge. okkinga, m., steensel, r., gelderen, a., & sleegers, p. (2018). effects of reciprocal teaching on reading comprehension of low-achieving adolescents . the importance of specific teacher skills. journal of research in reading , 41 (1), 20-41. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 39 palincsar, a. s., & brown, a. l. (1984). reciprocal teaching of comprehension fostering and comprehensionmonitoring activities. lawrence erlbaum associates , 2 (1), 117175. perfetti, c., & stafura, j. (2014). word knowledge in a theory of reading comprehension. scientific studies ofreading , 1 (1), 22-37. reichenberg, m., & lofgren, k. (2014). an intervention study in grade 3 based upon reciprocal teaching. journal of education and learning, 8(2), 122-131. r fahmi, l youlia friatin, l irianti. (2020). the use of flipped classroom model in reading comprehension. jall (journal of applied linguistics and literacy) 4 (1), 77-94 thalib, m., corebima, a. d., & ghofur, a. (2017). comparison on critical thinking skill and cognitive learning academic ability through reading questioning answering. jurnal pendidikan sains volume , 5 (1), 26-31. yousefi, m., & mohammadi, m (2016). critical thinking and reading comprehension among postgraduate students : the case of gender and language proficiency level. journal of language teaching and research , 7 (4), 802-807. yunus, m., & a’yun, q. (2017). the efficacy of reciprocal teaching method in teaching reading comprehension to efl students. 2 (2), 134-146. microsoft word heri santoso https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 the cultural identities of foreign language teachers heri santoso heri.santoso88@gmail.com smp negeri 18 jakarta abstract many foreign language teachers, especially english teachers, come from various regions. with their abilities, they managed to compete to be teaching staff in the capital city. based on their ability to teach foreign languages, all of this cannot be separated from the cultural identity they carry in the world of education and, of course, will carry over to the classroom where they teach. this study uses an online platform because it is impossible to meet face to face. in each question contains a cultural identity whose use can affect the way they teach foreign languages. this cultural identity often draws attention to where they come from, their nature, how they think, and how they speak up, accompanied by their language teaching skills. besides that, we will also find the advantages and disadvantages of the cultural identity they carry. the results showed that foreign language teachers in english learning has a cultural identity to teach in the classroom. keywords: foreign language teachers, cultural identity, english teachers, language teaching introduction the foreign language teachers who teach in the capital city come from different regions and come from various cultural, ethnic groups. the use of culture in teaching a language has become a problem at one time, and it is a challenge for every language teacher. starting from the understanding and opinions that may differ from one another, this depends on the language's cultural meaning and received accepted published august 2021 september 2021 september 2021 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 121 culture. this difference can arise based on the experience that teachers have as language teachers during their education. besides, they must meet directly with the target culture. all language class activities can be carried out by any language teacher who understands the difference between the original culture and the target culture. in a language that has empathy in learning the language of listening, reading, writing, speaking, but all of that cannot be measured by the name of culture. therefore a foreign language teacher must learn the students' culture; at least it must be familiar. after that, it only remains to think about how the teacher related to cultural identity with the teaching and learning process in the language class. understanding culture is sometimes more difficult than understanding grammar or vocabulary. it is what often happens because every teacher has to enter to understand it more. besides that, an experience can be a support process. identity in teacher education the first thing discussed is getting to know more about identity in teacher education from various views. although this study does not include a specific discussion about considering the culture of teacher identity, this study still provides insight into teacher identity complexity. they found that the participants in their study performed what janmohamed (1992) described as “border crossing” (p. 99) this section tries to master the language and culture in the capital city without losing their cultural identity. cross (2006) attempted to broaden the share of science in teacher education to address the gap between teacher education and what teachers should do in their classrooms. van der walt (2007) leads to the opinion of (bhabha (1994) about "third space," which comes from the idea of english teachers to adopt an english world perspective in teaching according to their method. this part discussed the cultural identity of jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 122 foreign language teachers and how teachers present their cultural identity in front of the class. identity of teachers of english as a foreign language (efl) identity has several parts, such as social, cultural, religious, and political. it speaks not only of individuals but also individual interpretations in social contexts from oneself, either within a particular group or on the broader society. bhabha (1994) claims that one's cultural identity can be negotiated and translated only in an indeterminate third space between the world and the individual, and between various identification processes in the social world and in the personal sphere whose contours are formulated by one's understanding of self. many questions about identity tend to be inexhaustible because "understanding the self" is a never-ending process. as an illustration of everyday social, cultural, and political life, identity provides a way of life accepted by individual societies. language teaching and materials can be described as sociocultural, where various kinds of identities come together. according to kramsch (1993), sociocultural identity is not fixed. it is what teachers bring to efl students into the classroom and then followed and never changes until the lesson's end. likewise, norton (1997), from a post-structural perspective, argues that the relationship between language and identity is complex, contradictory, and multifaceted, dynamic across space and time, combined, contextualized in a coercive or collaborative process, and related. the various kinds of teaching activities will present in the classroom. positioning the target language in this section, how fl teachers position themselves in the language they teach. clark (2008) studied how efl students get teachers who have jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 123 multilingual and multicultural abilities. the result is an idea to create overlapping identities in multilingual discourse and citizenship in constructing social identities. clark came to the decisive conclusion that "the different dimensions of overlapping constraints, opportunities and ambiguity of social identity" (p. 12) prove complex and difficult to articulate for the participants. in studying differences in cultural positions, siskin (2007) sees that english teachers who come from various regions test whether the cultural roles carry the language learning they provide. in response to finding that some teachers aim to change their own identities by assuming a specific subset of the innate behavior toward fl teachers' native culture. siskin advocated creating what he describes as critical distance fl class privileged space between outsiders and people in which teachers critically examine their assumptions about language and culture "(p. 27), and revisit ideas and implications in pedagogy. fl teachers develop and continue to establish themselves in the classroom. based on the results of the questionnaire the researcher conducted, he explored the cultural identities of two english teachers who, on this occasion, were dominated by women: one efl teacher came from java and another from medan who worked for years in traditional schools. like clark (2008), menardwarwick (2008) found that the two women described their identity as "split, hybrid, mixed" (p. 635). in this case, there is a process of their approach to teaching culture. the author takes two examples, women who have been in the profession for many years and have developed the ability to reflect on and articulate their cultural affiliations. there are no teachers who do not have experience in this study. they have experienced, and we can see that their abilities were excellent in teaching fl. to discuss the teacher's identity, it turns out that it needs a more profound language that must be done. it can happen if we want to know the complexities. it starts from the teacher's identity and its implications for the jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 124 language class, especially when language teachers are considered capable of going beyond their traditional roles as users of linguistic codes that are considered neutral and function as intercultural competence teachers (byram & kramsch, 2008). teachers have quite a lot of roles and responsibilities because these are the demands placed on each teacher to produce students who are competent and have good competitiveness against study groups in general. language learning, especially foreign languages, really requires selfawareness so that every student learning a foreign language can build a language and cultural identity among national languages. cultural identity is also necessary because everything is based on the experiences gained by the teachers, and they can apply to students so that students are carried away in the cultural context and produce students who are like the teachers want. although this is good, it should not take away from their cultural context. in learning the language itself, of course, students will learn vocabulary and how to pronounce them. for this, teachers and students must be neutral so that the target language can be met and as expected. in other words, cultural identity can be used in a variety of material delivery. that is not to emphasize that tradition or culture must be used, because every educational institution, both formal and non-formal, of course, already has its own rules in carrying out teaching and learning activities. language, of course, is more than just learning grammar and vocabulary. precisely because the language has always been placed and connected by culture, the fl teacher's own culture arises of particular importance for the language classroom. the cultural affiliation that fl teachers bring to the school can affect their confidence and comfort level when teaching about the target language's culture and their cultural collaboration and experiences in shaping their cultural knowledge and the way they value it. it can be exemplified by foreign language teachers sometimes not confident in what they teach because they never or rarely have direct contact with native speakers. there was a lack of jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 125 self-confidence, which resulted in teaching activities that were not suitable even though the teaching concept was already available. thus, the cultural identities that fl teachers have developed can influence the way they teach about culture and the relevance of their cultural affiliations. therefore, this paper aims to look at the extent to which fl teachers are affiliated with more than one culture and how these cultural identities influence the way they see themselves in the classroom. therefore two questions can guide us in this paper: q1 : how is cultural identity in the learning process carried out by foreign language teachers? q2 : what are the advantages and disadvantages of foreign language teachers regarding cultural identity in their class? there is a meaning in the word of culture. arjun appadurai (1996), namely that the form of a noun, is related to the implication that culture is a kind of object, object, or substance while the adjective of cultural form refers to the realm of difference and comparison. in this opportunity, the focus is put more emphasis on cultural characteristics related to identity. as has been stated by bauman and kramsch (2003), although we are guilty of different areas, both see identity as something that exists in understanding a developing science. it is related to this that the complex results of several processes are not fixed but follow on a significant reassessment. method the participants i took part in were english teachers in jakarta's several schools (the capital). they teach at different levels ranging from elementary school to high school. the teachers come from other regions, some from java, medan, padang and nias. the cultures they carry and are still frequently used are javanese, sundanese, bataknese, padangese and nias. the teachers as my participants were between the ages of 31 to 55. the participants were 20 people jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 126 consisting of 18 women and two men. you will find that the female participant is more dominant than male participants. it is not very influential because, in this study, researcher only want to see the cultural identity in foreign language teachers, especially in english learning, which is guided by the process. the teachers themselves come from public schools and private schools. the data was collected by filling out a questionnaire consisting of 5 items. these items correspond to five main areas of inquiry, including personal background (for example, reasons for learning a language or wanting to teach it), cultural identity (e.g., expressed affiliation, perceived position in the use of the language and target culture), cultural identity in the classroom (for example, representing the culture of the target language, the desired self-image at the school), ambitions (for example, developing a student's cultural awareness), and time to use it. completion of the questionnaire lasted from 10 to 15 minutes and was carried out by one researcher. every questionnaire uses google form because it is impossible to do it face-to-face because of the coronavirus disease (covid19). findings and discussion the participants have filled in the results of my questionnaires, and all of is used as the basis for the data described in this section. the participants answered all the questions contained in the questionnaire. and for that, we keep all participant data confidential, and it is for research purposes only. researcher get a lot of information that can be used to reflect between fellow foreign language teachers or, more precisely, as an english teacher. researcher will present the data in a bar chart based on an instrument that focuses on two questions on research questions. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 127 based on the chart above, we can see that cultural identity still dominates foreign language teachers. in general, teachers always bring their culture into the foreign language learning process, and in particular, here is english because they are english teachers. the age variation does not change the nature of cultural identity. from this result, also, the first question has been answered. to support the first question, that is also strengthened by the data results that the researcher obtained from the behavioral aspect. we can see that almost all of the processes are close to each other, indicating that most of them are influenced by cultural identity and enter their behavior when teaching in the classroom. from the attitude part, almost all of them follow the cultural identity brought by the foreign language teachers that they teach or accustom to students. there is a mixture of cultures in getting the goal of mastering the target language. then in terms of the perception that cultural identity is not always influential because there is also an action that shows the advantages and disadvantages of using one's own cultural identity. the advantages and disadvantages can be seen from teaching and learning activities in the language class. 0 10 20 30 40 50 60 70 cultural identity behavioral aspect attitude perception always often sometimes never jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 128 a culture does need to be maintained and preserved. culture itself can be a reflection of a person's personality. when a new culture enters, all of that will be processed, and if it is observed, the original culture will never disappear even though the person begins to forget it. cultural identity is at the core of the cultural description in this paper. everything will be more diverse when culture is combined with language. language teachers have done it. it is a challenge for foreign language teachers because they have to maintain the original culture as a cultural identity. the new culture they get where they are, and foreign culture because they teach foreign languages. cultural identity can help teachers teach activities because a cultural approach is sometimes easier to understand learning in the classroom. based on experience, of course, cultural identity has a very important role in this part. therefore, based on the results of the data obtained, most foreign language teachers still apply cultural identity in the classroom's teaching process. conclusions overall, it can conclude that language and cultural identity are interrelated, both of which influence each other and each produces responses to each other. besides, as indicated by the research findings, cultural identity influences cultural learning, which means that holding a cultural identity can bring readiness to learn a foreign language. language functions as an identity and is reinforced by culture. identity can be interpreted as the ability to socialize and provide language learners opportunities to increase this potential. there is a reciprocal relationship between cultural identity and student success in language learning, even in the context of foreign language learning. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 129 references appiah, a. (2006). cosmopolitanism: ethics in a world of strangers. new york: w.w. norton. atay, d., & ece, a. (2009). multiple identities as reflected in english-language education: the turkish perspective. journal of language, identity, and education, 8, 21–34. bartlett, l., & erben, t. (1996). teacher-identity formation through language immersion in an initial-teacher-education program. asia-pacific journal of teacher education, 24(2), 173-197. bauman, z. (2004). identity: conversations with benedetto vecchi. cambridge, uk: polity press. bhabha, h. (1994). the location of culture. london: routledge. brown, j., & miller, j. (2006). dilemmas of identity in teacher education: reflections on one pre-service esl teacher cohort. tesol in context, 16(special edition), 118-128. byram, k., & kramsch, c. (2008). why is it so difficult to teach language as culture? the german quarterly, 81(1), 20-34. clark, j. (2008). so why do you want to teach french? representations of multilingualism and l2 journal vol. 3 (2011) language investment through a reflexive critical sociolinguistic ethnography. ethnography and education, 3(1), 1-16. janmohamed, a.r. (1992). worldliness-without-world, homelessness-as-home: towards a definition of the specular border intellectual. in m. sprinkler (ed.), edward said: a cultural reader (pp. 96120).oxford: blackwell. kramsch, c. (2003). the privilege of the nonnative speaker. in c. s. blyth (ed.), the sociolinguistics of foreign language classrooms: contributions of the native, the near-native, and the non-native speaker (pp.251-262). boston: thomson/heinle. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 130 kramsch, c. (2009). third culture and language education. l. wei & v. cook (eds.), contemporary applied linguistics: vol.1. language teaching and learning (pp. 233-254). london: continuum. siskin, h. j. (2007). call me “madame”: re-presenting culture in the french language classroom. foreign language annals, 40(1), 27-42. van der walt, c. (2007). a world englishes perspective in english language teacher training: rejection and reluctance. journal for language teaching, 41(1), 101-113. https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 received accepted published december 2020 february 2021 february 2021 students’ motivation in learning online of reading comprehension narrative text through google classroom novia wulan ari universitas muhammadiyah semarang noviawulanari20@gmail.com testiana deni wijayatiningsih universitas muhammadiyah semarang dodi mulyadi universitas muhammadiyah semarang abstract this article aims to describe the students’ motivation in learning online narrative text on students’ reading comprehension through google classroom of 24 students tenth-grade students at smk muhammadiyah kradenan. this study used a pre-experimental design one group pre-test post-test and conducted in may 2020. the data was obtained through pretest, posttest, and questionnaire. the data of this current study were analyzed by using spss consisted reliability, validity, t-test, and percentage (questionnaire). the result from this article showed the students’ motivation in learning online narrative text using google classroom also got positive responses and they learned with high motivation. it can be concluded that there was a different result before the treatment and after the treatment. therefore, there was students’ motivation in learning online narrative text on students’ reading comprehension through google classroom. keywords: google classroom, online learning, motivation, reading narrative text introduction recently, there has been an education problem because of the covid-19 pandemic. many institutions like universities and schools have to do the learning process from home. this situation makes the teacher has to do the learning process without face to face directly and are required to integrate technology in learning. classroom teaching must be changed by online learning or e-learning. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 2 on the other hand, online learning or e-learning needs support applications, one of them is google classroom to facilitate the teacher and students for online learning. using technology in the learning process especially in english through google classroom can help the teacher to motivate students to learn fun because in this pandemic situation some students feel bored with online learning. involvement of motivation in learning is very important for students. in a classroom setting, students’ motivation leads to the extent to which they try and focus to achieve the maximum result. as stated by sternberg (2005), believes that motivation is very important for students in learning. if students don’t have the motivation, they never try to study. students have different motivation’s quality according to time depending on the context of learning and teaching. based on winkel (2003) motivation to learn is a force that encourages students who lead the activity as a whole in providing direction about learning activities. google classroom is familiar for students and can make it easier for students and the teacher in the learning process. the teacher gives some texts through google classroom and the students can join those classes and read the texts, such as; narrative texts in google classroom. students can ask the teacher through the comment column if there is a question. then, they also can submit the assignment and download the lesson through google classroom. google classroom is an online application that students can use to learn every time and everywhere by using material presented by the teacher. like beal (2017) claimed that google classroom is a tool that has facilities the teacher can collaborate with the students, also the teacher can create and distribute assignments for the students in class online for free. google classroom can help students to learn such as narrative texts, to improve their knowledge and skill. so, google classroom is one of technology which is implemented in the pandemic situation and the teacher should develop it. the narrative text is suitable with the syllabus and 2013 curriculum at smk muhammadiyah kradenan. the narrative text is a text which has structure and jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 3 the purpose to entertain the readers. the first thing that becomes the basis of constructing meaning in written words is a comprehension of its content (hidayati, f. and rohayati, d, 2017). furthermore, djatmika and wulandari (2013) claimed that narrative text itself has some textures, which are preposition, conjunction, adverb, adverbial phrases, adverb of time, noun phrase, tenses (past tense and past perfect tense), and also direct and indirect speech. on the other hand, in vocational school, students should study or increase their reading comprehension starts from now because reading comprehension is an important aspect for students to increase their knowledge, vocabulary, and students also improve their writing skills. through reading activities, students can grow their mental, emotional, and psychology and can stimulate their motivation. so, it will help them to learn new things and also enhance their vocabulary and motivation in reading. motivation itself is an encouragement, interest, and desire to achieve goals also a certain purpose. motivation will make passionate and strong individuals reach what they want. according to elliot (2000), motivation is encouragement from our self which awakens us to act and engage in certain activities. two types of motivation are intrinsic and extrinsic. both of these motivations are based on the arrival of an action. the intrinsic motivation comes from oneself and in the heart. besides, harmer (2007) claimed that enjoyment of the learning process itself may be able to be motivating someone or they have the desire to make themselves better. then, extrinsic motivation comes from outside. tapalov (2011) suggested that extrinsic motivation is done not because they enjoy it. but, they do it because of the gifts available in their environment. in this study, i focus on intrinsic motivation which comes from oneself without encouragement from others. the indicators of intrinsic motivation to formulate items on the instrument are student readiness, student understanding, and student interest which measure students’ motivation when they learning through google classroom. sardiman (2001) explained that there are several jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 4 indicators of intrinsic motivation in carryout learning activities and achievement in learning. like student persistence, student interest, student optimism, student independence, and student responsibility. based on the problems, pre-observation, and theoretical review above, i choose the topic about the students’ motivation in learning online narrative text on students’ reading comprehension through google classroom (pre experimental study at smk muhammadiyah kradenan). method this study conveyed a pre-experimental research design or usually called quasi-experimental research. based on sugiyono (2013) pre-experimental design is an experiment that has not been categorized as a real experiment because there is still an external variable that influences the formation of dependent variables. researchers could use a pre-experimental design if they have difficulty determining the control group in their study. as stated by sugiyono (2013), a pre-experimental design applied to resolve the researcher’s difficulties in determining the control group in the study. there are two designs of preexperimental they were one-group pretest-posttest and static group. i applied a one-group pretest-posttest design for this current study. related to sugiyono (2013), the result from those treatments could be known more accurately because it could compare with a situation before being treated. the subject of this study was the students of the tenth grade of smk muhammadiyah kradenan. i used one class of x accounting major which consists of 24 students. they would be one group and being treated in the experiment of teaching online narrative text using google classroom. this research was conducted by giving pretest, treatment, and posttest so it was called pre-experimental research and there was no control group. the research took place in smk muhammadiyah kradenan which was located in jln. sumber, kradenan, blora regency, and central java 58383. because, the school was suitable for conducting the jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 5 research, and the pre-observation was found there. then, this current research was in the second semester of the academic year 2019/2020. moreover, i also gave a questionnaire for students to describe their motivation in learning online of reading the narrative text through google classroom. findings and discussion a questionnaire gave after i taught the students narrative text using google classroom. the questionnaire aims to describe the students’ motivation in learning to read a narrative text through google classroom. first, i consulted the questionnaire to be judged by the experts. after the experts gave the judgment and the score is valid. then, i did the research. the result of the questionnaire is described based on the indicator given from every item of the questionnaire. there were 24 respondents, the percentage of respondents who filled the questionnaire counted using spss based on table 4.5. table 4.5 motivation of student to learning based on via google classroom statement disagree less agree agree strongly agree tota l 1. do you agree if learning based on google classroom implemented in school 16.7% (4) 29.2% (7) 50.0% (12) 4.2% (1) 100 2. would you be happy if learning english based on google classroom 12.5% (3) 50.0% (12) 33.3% (8) 4.2% (1) 100 3. whether the application based on learning google classroom was useful for you to learn english 4.2% (1) 20.8% (5) 62.5% (15) 12.5% (3) 100 4. what is english learning based on google classroom interesting for you 12.5% (3) 16.7% (4) 62.5% (15) 8.3% (2) 100 5. does google classroom help you understand english more easily 4.2% (1) 37.5% (9) 54.2% (13) 4.2% (1) 100 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 6 6. are you motivated to learn english based on google classroom 8.3% (2) 54.2% (13) 33.3% (8) 4.2% (1) 100 7. can you easily learn narrative text based on google classroom 25.0% (6) 50.0% (12) 25.0% (6) (0) 100 8. does google classroom based learning more effective than face to face 25.0% (6) 50.0% (12) 25.0% (6) (0) 100 9. whether google classroom based learning the time you use is more efficient 8.3% (2) 33.3% (8) 45.8% (11) 12.5% (3) 100 the results can be described on indicator number 1 “do you agree if learning based on google classroom implemented in school” there were 4 students who disagreed, 7 students less agreed, 12 students agreed, and 1 student strongly agreed. i concluded that there was 50% of students agreed and 4.2% strongly agreed if learning via google classroom was implemented in school. indicator number 2 “would you be happy if learning reading narrative text based on google classroom” there was 3 students who disagreed, 12 students less agreed, 8 students agreed and 1 student strongly agreed. i concluded there was 50% of a student less agreed and 12% disagreed that they were happier if learning reading narrative text using google classroom. on indicator number 3 “is the application based on learning google classroom was useful for you to learn reading narrative text” there was 1 student who disagreed, 5 students less agreed, 15 students agreed and 3 students strongly agreed. i concluded there was 62.5% of students agreed and 12.5% strongly agreed that the application of learning based on google classroom was useful in learning reading narrative text. on indicator number 4 “is learning reading narrative text based on google classroom interesting for you” there were 3 students who disagreed, 4 students less disagreed, 15 students agreed and 2 students strongly agreed. i concluded that 62.5% of students agreed and 8.3% strongly agreed that learning to read narrative text using google classroom was interesting. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 7 on indicator number 5 “does google classroom help you understand reading narrative text more easily” there was 1 student who disagrees, 9 students less agreed, 13 students agreed and 1 student strongly agreed. i concluded that there were 54.2% of students agreed and 4.2% strongly agreed that google classroom helped them easier to understand when reading narrative text. on indicator number 6 “are you motivated to learn reading narrative text based on google classroom” there were 2 students who disagreed, 13 students less agreed, 8 students agreed and 1 student strongly agreed. i concluded there were 54.2% of students less agreed and 8.3% disagreed that they were motivated learning reading narrative text using google classroom. on indicator number 7 “can you easily learn narrative texts based on google classroom” there were 6 students who disagreed, 12 students less agreed, and 6 students agreed. i concluded there was 25% of students disagreed and 50% less agreed that google classroom could easily learn narrative text material. on indicator number 8 “does google classroom-based learning more effective than face to face” there were 6 students who disagreed, 12 students choose less agree and 6 students agreed. i concluded that 25% of students disagreed and 50% of students less agreed if learning using google classroom is more effective than face-to-face. on indicator number 9 “does google classroom spend the efficient time” there were 2 students who disagreed, 8 students less agreed, 11 students agreed and 3 students strongly agreed. i concluded there were 45.8% of students agreed and that their time is more efficient when they learning using google classroom. the result from the questionnaire also showed that most of the students agreed and strongly agreed that google classroom was implemented in their school, they also agreed that google classroom was useful in learning english. google classroom helped the students easier to understand english and they were interesting when studying reading narrative text using google classroom. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 8 it can be seen from the result that most of the students agreed and strongly agreed with the easiest and most interesting learning when using google classroom. then, most of the students agreed that their time is more efficient when they learned using google classroom. however, most of the students less disagreed that they were happier if reading narrative text using google classroom and they less disagreed that google classroom is more effective than face-to-face. most students also less agreed that they were motivated to learn english based on google classroom. further, most of them less disagreed that google classroom could easily learn narrative text material using face to face. moreover, students also interest and reacted positively when they learning online narrative text on students’ reading comprehension through google classroom. it could see from the result of the questionnaire. they felt that google classroom useful and helped them easier to understanding english, their time also more efficient when they learning based on google classroom. but, there were students have medium motivation when learning english based on google classroom for example they felt less happy. so, every student has different motivation there was high motivation, medium motivation, and low motivation. this current research is correlated with suryadi's research (2018) that the motivation of students when learning through google classroom there were students have high motivation, moderate motivation, and low motivation with statements in the questionnaire. to sum up, this current study is effective to implement to support the students’ motivation in reading narrative texts. conclusions the result of the questionnaire about students’ motivation and responses also has positive results. the questionnaire result shows that in general most of the students agreed with the indicators on the questionnaire about their motivation and response to learning reading narrative text using google jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 9 classroom. therefore, this current research result is effective to implement google classroom in teaching reading comprehension narrative texts and it also helps the students to increase their motivation in reading narrative texts. references a.m, sadirman. (2001). interaction and teaching learning motivation. jakarta: raja grafindo persada. beal, v. (2017). google classroom. retrieved april 25, 2017, from webopedia: http://www.webopedia.com/term/g/google-classroom.html. date accessed on 21 th june 2020 djatmika & wulandari. (2013). writing narrative text. bandung: pakar raya. elliot. stephen n, et al. (2000). educational psychology: effective teaching, effective learning. boston: mcgraw hill. harmer, jeremy. (2007). the practice of english language teaching. cambridge: longman. hidayati, f & rohayati, d. (2017). the effectiveness of jigsaw on reading comprehension of analytical exposition text. journal of applied linguistics and literacy. vol 1 (2). sternberg, r. j. (2005). intelligence, competence and expertise. in e. andrew & d. carol (eds.), hand book of competence and motivation. new york. usa: the guilford press. sugiyono. (2010). metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. bandung: pt. alfabeta suryadi, a, i. (2018). a comparative survey study of students’ motivation the use of google classroom as blended learning media. islamic university of indonesia. tapalov, j. (2011). motivation in teaching foreign language. novi sad: prosveta. winkel, w. s. (2003). educational psychology and learning evaluation. jakarta: gramedia. http://www.webopedia.com/term/g/google-classroom.html microsoft word 5106-17779-1-rv luthfi https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 received accepted published july 2021 august 2021 september 2021 stimulating students speaking using english speeches youtube channel mutiarani university of muhammadiyah jakarta atikah rusiana zainudinatikah@gmail.com university of muhammadiyah jakarta abstract the purpose of this research was finding that using video can give the students stimulations to learn english especially speaking. reason why the researcher choose this as the new idea for students because there is so many students whi still can’t’ speak english. this research focus to see the students get a motivation after watching the video and can improve their speaking ability. the video can use while teaching in the class, to see did the students is interesting and get motivate from watching the video from english speeches youtube channel. this researcher using quasi experimental with the pre-test, treatment, and post-test. the sample on this study were 25 of class 8 th junior high school. to calculate the students score the researcher using manual calculation and the mean results for pre test was 65 and for post test is 79. so there is the difference score between pre-test and post-test, it means using english speeches youtube channel can stimulate and improve students speaking skill. keywords: stimulate, speaking, youtube introduction english has become the universal language communication. in innovation where, english is utilized in numerous areas such as science,technology,business and instruction, the capacity to communicate in this dialect that continues only exists in global society. since the time, humans already use language for social interplay and for communication equipment with their environment, language is sort of a bridge among a speaker and a listener. in countries where english is not spoken (such as indonesia), english is for foreigners language is generally considered difficult to learn. many students, especially junior high school the jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 41 ability of junior high school students is still very low, especially in this regard language. good oral english shows some of the most prominent factors one is fluency, but many students are hesitant and often they are talking. in addition, students are required to speak the correct words, many students make mistakes when using this language. students too it is expected to be appropriate, but many students may use inappropriate content language expression, tone, meaning and other social language functions in language the specific environment in which they express their ideas. pronunciation includes stress patterns, intonation and pronunciation are also important aspects of speaking. however, many students still pronounce it incorrectly because they did not get appropriate english mode. these problems may be caused by many factors for example, the methods and skills used by english teachers and the media used in the teaching process. students’ interest and learning motivation have also become important factors that cultivate students' oral english ability. therefore, the teacher should create pleasant atmosphere, carry out interesting activities and use interesting teaching media to present materials in class. the higher the motivation, the more students interested in taking english classes. therefore, the goal of teaching the process of cultivating students’ oral english skills will be successfully completed. speaking speaking is a way for people to express and share the ideas what they have to tell others with verbally communication. according to gert & hans in efrizal (2012:127), speaking is a speech produced by the speaker with the to be known and then, the listener processes the words to find out what the speakers talking about. meanwhile according to khorashadyzadeh (2014:12) said that speaking not only requires learning, but also understanding of how to produce linguistic competencies such as grammar, pronunciation, and vocabulary, and understanding of sociolinguistic competencies such as when, why, and how to speak. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 42 from the definition above, it may be concluded that speaking is a skill to share someone’s ideas, information, suggestion and feeling to a different people in oral type by considering culture and social context occurred. speaking has an important role in lifestyle embraces transference concerning what people expression or thinking. speaking may be a way to communicate, to make and to share meaning. speaking may be used as communication. communication uses verbal and non-verbal symbols of language. the purpose of teaching speaking have to enhance students’ communicative skills. it approach that scholars can explicit themselves and discover ways to follow social and lifestyle regulations suitable in every communicative circumstances.students are anticipated with a purpose to produce the language they research. in coaching speakme, it can't be separated from grammar, vocabulary and pronunciation. brown (2003: 140) defined that “the cappotential of speaking fluently is accompanied evidently from the coaching of grammar and vocabulary, with a chunk pronunciation thrown in”. in nature coaching speakme there is contributions of grammar, vocabulary and pronunciation. meanwhile, strategies are any of a extensive form of activities, physical games or obligations utilized in the study room to obtain coaching and mastering object. there are many methods and strategies that can be used in the coach's oral language. students only need to learn english simply to be able to speak their normal lives proficiently, correctly and correctly. learners nowadays, english as an worldwide language holds important roles in lots of sections, which include society, education, authorities, enterprise and soon. english is used to attach and speak every different everywhere in the global. in society, humans may be related thru direct verbal exchange or indirect verbal exchange. language customers sincerely use one of a kind languages from their own tribes or international locations for each day use, however jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 43 humans all over the global nonetheless can speak through the use of worldwide language. while in education, there are a lot of reassets which include books, journals, thesis, dissertations, and shortly the use of english. in authorities section, among a rustic with every other united states of america can join through the use of worldwide language. in enterprise, humans can cooperate and do transaction through the use of worldwide language. people need to grasp english as an worldwide language. even humans are required to be gifted in worldwide language so that you can hold up with the improvement of global. people can join every different through communicating. indonesians need to grasp speak me so that you can aid them to speak humans all over the global. youtube youtube has such a wide range of applicability that it is a media source that is an integral part of the education system.youtube is capable to train english talking abilties. the preceding studies confirmed the effectiveness of youtube in getting to know. guan, song, & li (2018) concluded that by the usage of multimedia technology, college students’ hobby in getting to know may be progressed and with the aid of using the usage of beneficial and auxiliary coaching tools, teachers’ coaching duties end up lots less complicated and teachers’ ardour in coaching is recalled. the study from narasati (2021) also revealed that there is the influence of animated films in learning speaking. then, this study explore the use of youtube channel is quite coherence. using youtube as a multimedia has been acquainted for humans nowadays; college students can efficaciously to examine talking. by the usage of youtube, college students have threat to study how local speaker speaks from the video. students also can exercise the mimicry, expression, intonation, and vocabulary, jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 44 appropriately with leisure and feeling assured in appearing. meanwhile, this examine targeted to boom college students’ crucial questioning from the video, so college students are capable of fluency in talking, learning of grammar and vocabulary, and the usage of english for his or her life. english speeches youtube channel the main idea english speeches channel is helping students to learn english language and practice their speaking, listening, reading and writing while they are watching. on this channel there is so many videos with inspired and famous people who will give the speech with an easy and understanding spoken language so the students will learning many things from the speech they are watching. this channel also have a website that we can access and all the materials from the video. on their website too, they have a simple quiz for students to try and master it after they watch and learning the videos, and the students can download a free book to improve their vocabulary and word expressions for learning speaking. the teacher and students can download the audio version to listen it offline and to practice more. youtube is likely to contribute a huge amount in improving the students’ ability in english, as mentioned by bastos & ramos (2009) in their research result that asserted that the student are interested in the process of teaching and learning using video, which consists of sound, graphics and animation, which is more interesting than textbooks, worksheets, slides, projectors and films. in addition, it is also stated that students are likely to choose videos available on youtube with teacher guidance, thus, students can learn more related to vocabulary in order to be able to give opinions and discuss a certain topic which make them more confident in learning language. the writer considered youtube as an alternative strategy to enhance students ‘speaking skill. the real models of speaking english can be obtained from youtube videos. according to alimemaj (2010), youtube can help jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 45 students explore a target culture in a variety of ways, and it can help students develop their learning autonomy levels as it encourages them to watch videos and clips continuously. thus, youtube videos can be one solution to encourage students' to speak. in addition, according to watkins and wilkins (2011), using youtube both inside and outside the classroom can enhance conversation and pronunciation skills of the students. besides, youtube also promotes authentic vocabulary development. further, they stated that using youtube in the classroom lets students have exposure toward authentic english and autonomy in learning (student-centered). thus, it can be inferred that using youtube can improve students’ speaking skill in terms of pronunciation, grammar, vocabulary, and fluency. thus, it can be said that youtube video as media in the teaching and learning process is recommended to be used for improving students’ speaking skill. the writer applied english speeches youtube channel on the learning class is for stimulate students speaking skill. the reason why i choose the esychannel is because all the videos in the channel is really helpful from the various famous people and their topics to learn. the language on the videos choose is educated and makes us want to know more about it and discuss it. from this channel too we can get a free e-books from their website and get the offline audio. so that’s why the writer choose esy channel to stimulate students speaking skill. method in this research , the researchers used quantitative research. according to sugiyono (2015, p. 23) quantitative research is information withinside the shape of numbers, or extrapolated quantitative statistics (scoring). so quantitative research is facts that has developments may be analyzed through manner or jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 46 statistical techniques. data it could be more than a few or a rating and is typically acquired through the use of a records series device whose solution is a range rating or query this is weighted. quantitative research focuses on gathering numerical data and generalizing it across groups of people or to explain a particular phenomenon. this method used quasi experimental research. experimental is the best of the quantitative designs which is used to decide probable cause and effect.experimental research is the way to find a causal relationship (relationship clause) in determining cause and effect. experiments are always done with the intent to see a treatment. in this research, there were two variable. so, the researcher used quasi experimental design. the researcher used one class; they were experiment . experiment class was a class that was given treatment by using the english speeches youtube. findings and discussion the researcher use the test to collect the data from the students who are given to the samples of the research. the writer uses pre-test before doing the treatment and do the post-test after giving the students treatment. the test was speaking test. the students was asked to do the speech with the topic that the researcher give, and see the english speeches youtube channel as the media. thus researcher took 25 students at one class at 8 th grade class. the data of students’ pretest and post-test were describe in the table below: table 1. students pre and post test results no name pre test post test jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 47 1 af 60 75 2 ap 73 80 3 as 55 75 4 aap 65 85 5 anf 72 80 6 bap 60 79 7 bip 72 80 8 fim 65 83 9 fja 60 80 10 kk 72 85 11 kfa 64 75 12 mj 50 76 13 nrs 65 75 14 ra 70 80 15 rz 62 79 16 sc 65 80 17 soh 70 84 18 ia 63 75 19 kca 60 77 20 maa 65 75 21 mat 70 80 22 nnr 62 78 23 yzp 72 82 24 yi 66 79 25 zs 70 82 total 1628 1979 mean 65 79 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 48 it could be seen from the table above, that the scores of students pre-test and post-test were different. the mean score of the students in the pre-test was 65 with the lowest score of 50 and the highest score is 73, while the mean score of students in the post-test was 79 with the lowest score of 75 and the highest score of 85. reffering to speaking skill criteria, the performance of the students speaking skill could be classified into the following criteria: table 2 criteria of students’ pre and post-test speaking skill no classification range of score 1 excellent 90-100 2 good 76-89 3 enough 66-75 4 poor 40-65 5 very poor 00-39 a. pre test result classification the result of experimental class students speaking the pre-test above can be classified into the following levels: table 3 experimental pre-test students speaking skill result classification of speaking comprehension level total number of students total number of students in percentage excellent 0 0% good 0 0% enough 10 2.5% jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 49 poor 15 2.75% very poor 0 0% from the table above, pre-test results of experimental class can be describe: none of the students was ‘very poor’ (0%), 15 students was ‘poor’ (2.75%), 10 students was ‘enough’ (2.5%), 20 students were ‘good’ (5%), and none of the students excellent b. students post-test speaking skill results are presented in the following table: table 4 experimental post-test students speaking skill result classification of speaking comprehension level total number of students total number of students in percentage excellent 0 0% good 20 5% enough 5 1.25% poor 0 0% very poor 0 0% from the table above, post test results of experimental class can be describe: none of the students was ‘very poor’ (0%), none of the students was ‘poor’ (0%), 5 students was ‘enough’ (1.25%), 20 students were ‘good’ (5%), and none of the students excellent. diagram 1. students pre test and post test chart jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 50 from the diagram 1 there are significantly differences between pre-test and posttest. the total score of pre-test is 1628 and the post test is 1979. so it can be concluded that the highest score is post-test. the data of the students score were analyzed by using the t-test to prove whether or not there was a significat difference between students speaking skills in both pre-test and post test. here is the table of analysis. table 5 the pre test and post test analysis no nama post test (x1) x1 kuadrat pre test (x2) x2 kuadrat 1. af 75 5625 60 3600 2. ap 80 6400 73 5329 3. as 75 5625 55 3025 4. aap 85 7225 65 4225 0 5 10 15 20 25 excellent good enough poor very poor chart title pre test post test jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 51 5. anf 80 6400 72 5184 6. bap 79 6241 60 3600 7. bip 80 6400 72 5184 8. fim 83 6889 65 4225 9. fja 80 6400 60 3600 10. kk 85 7225 72 5184 11. kfa 75 5625 64 4096 12. mj 76 5776 50 2500 13. nrs 75 5625 65 4225 14. ra 80 6400 70 4900 15. rz 79 6241 62 3844 16. sc 80 6400 65 4225 17. soh 84 7056 70 4900 18. ia 75 5626 63 3969 19. kca 77 5929 60 3600 20. maa 75 5625 65 4225 21. mat 80 6400 70 4900 22. nnr 78 6084 62 3844 23. yzp 82 6724 72 5184 24. yi 79 6241 66 4356 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 52 25. zs 82 6724 70 4900 total ∑x1= 1979 ∑x1² = 126270 ∑x2 = 1628 ∑x2² = 106824 from the table 5, it can be seen that the results is ∑x1=1979, ∑x1² =126270, and ∑x2 = 1628, ∑x2² = 106824. 1. the analysis of the pre-test (x1) and post-test (x2) variabels as follows: a. determining mean of x1 variable: x1 = ∑ �� �� = ���� � = 79 b. determining of standard deviation score of x1 variable: sd1 = � ������� = where ��� = ∑ �� � − �∑ ���� � � ss1 = 126270 ����² � ss1 = 126270 15665 ss1 = 110 sd1 = ������ sd1 = √45.83 sd1 = 6.76 c. determining mean of x2 variable: x2 = ∑ �#�# = �$�% � = 65 d. determining of standard deviation score of x2 variable sd1 = � ��#�#�� = where ��� = ∑ �� � − �∑ �#�# � � ss2 = 106824 – �$�%# � ss2 = 106824 106015 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 53 ss2 = 809 sd2 = �%���� sd2 = √33.70 sd2 = 6.15 e. determining t-test ( = �� − �� �� ��� + ���*� + *� − 2� � 1 *� + 1 *�� 79 − 65 ��1628 + 197925 + 25 − 2 � � 1 25 + 1 25� ( = 14 ��360748 � � 2 25� ( = 14√75.14 + 0.04 ( = 14√3.00 ( = 141.73 ( = 8.09 f. determining degree of freedom df = n – 2 df = 25 – 2 df = 23 g. determining t-table in significant level 5% with degree of freedom. the value of df is 23 at degree of signification 5% or t-table is 1.71. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 54 the result of the data analysis showed that using english speeches youtube channel is effective for teaching speaking. t – calculation t-table 0.05 significant 8.09 1.71 significant conclusions based on the research that was conducted in junior high school. the writer concluded that after applied english speeches youtube channel, they were interested in speaking language learning. the value of post test 79 was higher than the value of pre test 65. it means that there is a difference between teaching speaking with english speeches youtube channel and teaching speaking without english speeches youtube channel. therefore, it can be concluded that the use of the english speeches youtube channel stimulate students speaking skills. it give significant effect for the students speaking in english of eight grade students. references alimemaj, z. (2010). youtube, language learning and teaching techniques. anglo higher, 2(3), 10-12. baltos, a. & ramos, a. (2009). youtube for learning english as a foreign language: critical thinking, communicative skills. semantic scholar. brown, d. h. (2004). language assessment principle and classroom practice. america: longman dewitt, d., alias, n., siraj, s., yaakub, m. y., ayob, j., & ishak, r. (2013). the potential of youtube for teaching and learning in the performing arts. procedia social and behavioral sciences, 103, 1118–1126. efrizal, d. (2012). improving students’ speaking through communicative language teaching method at mts ja-alhaq, sentot ali basa islamic boarding school of bengkulu, indonesia. international journal of humanities and social science, 2(20), 127-134. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 55 guan, n., song, j., & li, d. (2018). on the advantages of computer multimediaaided english teaching. procedia computer science, 131, 727–732. khorashadyzadeh, a. (2014). why to use short stories in speaking classes? international journal of foreign language teaching in the islamic world, 2(1), 9-15. ( journal ) narasati, r. (2021). the influence of using animated films in speaking ability improvement. journal of applied linguistics and literature (jall) vol. 5. no. 1. retrieved from http://dx.doi.org/10.25157/jall.v5i1.4587. riswandi, d. (2016). use of youtube-based videos to improve students’ speaking skill. proceeding the 2nd international conference on teacher training and education, 2(1), 298-306.. retrieved from https://jurnal.uns.ac.id/ictte/article/view/8150/7310 sayuri. (2016). problems in speaking faced by efl students of mulawarman university. indonesian journal of efl and linguistics, 1(1), 47–61. https://doi.org/10.21462/ijefll.v1i1.4 selvi, o., tulgar, s., senturk, o., topcu, d. i., & ozer, z. (2019). youtube as an informational source for brachial plexus blocks: evaluation of content and educational value. brazilian journal of anesthesiology (english edition), 69(2), 168–176. sugiyono, metode penelitian dan pengembangan pendekatan kualitatif, kuantitatif, dan r&d , (bandung: alfabeta, 2015), 407 1 syamsurizal, m. (2015). using improvisation in teaching speaking. gorontalo, indonesia: ideas publishing. watkins, j., & wilkins, m. (2011). using youtube in the efl classroom. language education in asia, 2(1), 113-119. https://jurnal.unigal.ac.id/index.php/jall/index https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 received accepted published december 2019 january 2020 february 2020 the realization of interpersonal meaning on male and female students’ personal letter dewi nasita dwnasita@gmail.com universitas galuh ciamis, indonesia bambang ruby sugiarto bambangrubys@gmail.com universitas galuh ciamis, indonesia luthfiyatun thoyyibah luthfiyatun20@gmail.com universitas galuh ciamis, indonesia abstract interpersonal meaning is important since it reveals someone‟s adjustment into another participant, it is created and maintained the social relations (gerrot and wignell, 1994). the present study proposed to elaborate the similarity or the difference between the realization of interpersonal meaning on male and female students‟ letters, especially personal letters and to investigate which one between male and female students is more emotionally expressive in writing a personal letter. the present study implemented discourse analysis in the qualitative descriptive design. three couples of male and female students in the eleventh grade at one of senior high school in ciamis, indonesia were engaged in this study. six personal letters then analyzed by means of systemic functional linguistics. it was found that both male and female students created a sense of politeness in a different way. thus, the majority of declarative clauses evinced that both male and female students comprehended well the purpose of the letter-writing which is to give information. in terms of modality, female students presented lower modalization which is suggested that they preferred to present the information as what it has. moreover, female students found dominated all the characteristics of emotional markers. it significantly proofed that female students are more emotionally expressive rather than male students. keywords: interpersonal meaning, gender differences, emotional expression, personal letter introduction as one of the subjects included in the national curriculum, the english language must be taught at junior and senior high school students as well as at university. the main objective of efl teaching and learning in indonesia is to develop four language skills, namely listening, speaking, reading, and writing. in this case, the students of vocational jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 58 high school are focused on mastering these four language skills in the process of teaching and learning english. moreover, the students should develop and master these four language skills, so they can use english actively and passively. besides, students can meet the goal of english learning by mastering these four language skills. systemic functional linguistics (afterward mentioned as sfl) views a language as a resource for making meaning and concerned not only with the structures but also how those structures construct meaning (gerrot and wignell, 1994, p. 5). sfl would rather try to see discourses produced in the form of written or oral language and what is contained in the tests that are produced, than in the manner of language representation or process in the human brain. sfl provides great importance in the function of language, such as what is language is used for rather than what language structure is all about and the manner by which it is composed (halliday & matthiessen, 2014). sfl model proposes that human language has evolved to make three generalized kinds of meaning; experimental, textual and interpersonal. experimental dealt with the way the reality is presented and the grammatical resources for construing human experience around and consist of “what it is going on” (rahmasari, g., nurhayati, ik., 2019). textual meaning is concerned with the creation of text and the way humans organize their sense of meaning into the text. whether interpersonal meaning dealt with the interaction between the speaker as the addresser to the listener or addressee. interpersonal meaning recognized that the speaker takes the knowledge state of the hearer into account in the process of negotiating discoursal meaning (davidse & simonvandenbergen, 2008). thus, the interpersonal meaning is important as its function is to establish the speaker‟s role in the speech situation and relationship with others. thus, the researchers analyzed the realization of interpersonal meaning in male and female students‟ letters. matthiessen & halliday (2004) provide the grammatical system to analyze interpersonal meaning, which is mood and modality. (eggins & slade, 1997) performed a full scheme for analyzing the realization of mood and modality in the informal setting. moreover, it is undeniable that males and females enacted differently in writing. (xia, 2013) argued that female is better in some aspects such as vocabularies of color and tend to use interrogative sentence. whether males tend to use imperative. numerous expressions often used by the writer to make communication successful. the study from (parkins, 2012) revealed that female is more expressive by the use of great numbers of emoticons and laughter. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 59 based on the explanation above, research questions were formulated as follows: 1. how is the interpersonal meaning realized on male and female students‟ written personal letters? 2. which one between male or female is more emotionally expressive? interpersonal meaning systemic functional linguistics (sfl) is very useful for contribution in the field of teaching, especially on language teaching (cahyati, e, 2019). sfl attempts to relate language to a particular aspect of human experience, namely social structure (halliday and matthiessen, 2004). this relationship between language and social situation implies that language use is viewed as a system of choices made among other options or ways of communication available within the context (adenike & olusanya, 2014). thus, sfl equally states that the context of the situation is arranged in categories. these categories are field, tenor and mode and the three metafunctions (experiential, interpersonal and textual). interpersonal meaning means language has an interpersonal function and it is used to encode interaction and to show how defensible the different propositions are believed to be. it allows encoding meanings of attitudes, interaction, and relationships that realize the tenor of discourse (arancón, 2013). almurashi (2016) added that the interpersonal meanings concerned with the interaction between the speaker(s) and addressee(s). interpersonal meaning used to establish the speaker‟s role in the speech situation and relationship with others. in other words, when we use language to interact, one of the things we are doing with it is establishing a relationship between us (sugiarto, br, 2015). mood and modality is one main grammatical system in interpersonal meaning (matthiessen & halliday, 1997 cited in abdulrahman almurashi, 2016). it means that to analyze interpersonal meaning, we could identify the mood and its modality first. mood gerot and wignell (1994) and halliday and matthiessen (2004; 2014) state that mood elements consist of two elements. those elements are, first, is the subject which realized by a nominal group and the second is finite which part of the verbal group. finite decides whether the clause is included positive or negative polarity. it also determines when the occurs based on the tenses used. such as the past tense use finite did, was, had, used to; present tense use finite does, is are, have; future tense use finite will, shall, would, should. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 60 residue the residue consists of functional elements of three kinds such are predicator, complement, and adjunct. predicator realized by a verbal group. sometimes it is fuse with finite but only in simple present and simple past tense. complement is another participant which realized in the clause but they are not pivotal. the identification of complement is they are possible to become subject if the clause is changed into passive form. the last element in the residue is adjunct. adjunct is those left behind besides the subject, finite, predicator, and complement. there are some types of adjunct, see table below: table 1 metafunction and adjunct as can be seen in the table 1, not all adjuncts realized in the residue. there is mood adjunct which falls into mood structure and also comments adjunct and conjunctive adjunct which does not fall into mood structure. gerrot and wignell (1994, p. 30) mentioned that both comment adjunct and conjunctive adjunct express textual meaning rather than interpersonal, so they do not fall into mood structure. figure 1. mood types as can be seen in the figure 1, indicative mood is realized by subject & finite. declarative clauses most frequently combined with a falling tone which shows the feature of certainty. the yes/no interrogative is usually found with an „uncertain‟ rising tone. wh interrogatives, on the other hand, favor falling tone, because although they are asking for a missing element, the proposition itself is taken as certain. in the imperative mood, the presence of a subject and finite is optional, whether the presence of a predicator is an obligation (gerot & wignell, 2014). imperatives are typically combined with falling tones and rising tone; falling tone typically used as a command; but a mild command, such as a jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 61 request and negative command, often comes with a rising tone. rising tone means has the effect of leaving the decision to the listener. on the contrary, the rising-falling tone is the one most typical of exclamative clauses, where the meaning is „wow!‟ – something that is (presented as) contrary to expectation. (halliday & matthiessen, 2014). modality halliday & matthiessen (2004) stated that modality is related to speakers‟ judgment which is intermediate between the two poles of negative and positive polarity. this term covers two types, namely modalization and modulation. yuliana & imperiani (2017) said that modalization is related to propositions and used to argue about the probability or frequency of something (usuality). probability dealt with the possibility of some information. for example, “he plays the double-bass” means a positive polarity. moreover, there are some scales of probability. must indicate high probability, may indicate median probability and might indicate low probability. however, usuality dealt with the frequency of some information happen. for example, “he always plays the double-bass” means the speaker is highly sure toward the frequency of he in playing the double-bass. as mentioned aforesaid that always indicate the high scale of usuality, then usually indicates the median scale and sometimes indicates a low scale of usuality. meanwhile, modulation is related to proposals and consists of obligation and inclination. different from probability and usuality, obligation and inclination demand good and service as its commodity. obligation used to demand goods and services. this kind of modality also has a scale on it that construe a different meaning. directive demand on the obligation commonly used by the people who have a higher power. the high scale of obligation commonly realized through must. for example, “you must get a degree”. it is a kind of directive obligation. whether the median scale of obligation commonly realized through will, supposed to and expected. it is a kind of advice. for example, “it is expected that you get a degree”. low scale of modulation commonly realized by may, allowed and permitted. it is a kind of permission. for example, “you are allowed to get a degree”. the inclination is used to show how sincere the action or the intention of the speaker. the high scale of inclination realized by determined and convicted. it is a kind of conviction. for example, “i‟m determined to study philosophy next year”. median inclination realized by keen to or pleasure. it is a kind of attitude. for example, “it‟s a pleasure for me to study philosophy next year”. whether low inclination realized by jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 62 willing to and commitment. it is a kind of undertaking. for example, “it is a commitment for me to study philosophy next year”. similar to mood types, this dimension of interpersonal meaning can be realized metaphorically as well. with regard to this, eggins (2004) as cited by yuliana & imperiani (2017) argues that since judgment is typically implicit, realized using finite modal operators or mood adjunct within a clause, when expressed explicitly it entails metaphorical realization. this explicit realization involves realizing the modality using the projected clause like the following example illustrates i‟m sure henry james wrote„the bostonians‟ (eggins, 2004 cited in yuliana & imperiani, 2017). the pseudo-clause i‟m sure explicitly expresses the certainty in who wrote the bostonians. genders and writing byrne in rais et al (2012) said that writing produces a sequence of sentences arranged in a particular order and linked together in certain ways. a sequence of sentences then put in order and linked together to build coherent meaning. the types of writing divided into informative, persuasive, expressive and literary discourse. writing as one of four language skills was considered as a difficult skill because the writer should make some aspects in writing such as content, organization, purpose, vocabulary (sukam, antoni, & hidayati, 2015). writing is an important communication skill and has an essential role in the second language learning process. this language skill assumed to be of great importance to academic success since it is the commonest assessment measure for academics to evaluate their students‟ cognitive. therefore, students‟ weaknesses in writing ability may put their academic success considerably at risk (javadi-safa, 2018, p. 16). physically, women are apparently different from men. men commonly have more muscle than women. beside, xia (2013) suggests that women are greater in pronunciation using the color word, rich in intonation and tends to use more adverb and so with an adjective. talking about words, many researchers suggest that women prefer to use firstperson pronouns and use more interrogative than their man counterparts. (newman, groom, handelman & pennebaker, 2013; xia, 2013; kimani, s., njeri, e., kimwele, m., 2018) gender parity has been a matter of controversy and concern for educational practitioners and researchers alike. bataineh & al-hamad (2018) stated that gender is affecting efl writing performance. toward the stereotype image that females are better jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 63 language learners than their male counterparts, bataineh & al-hamad (2018) guess that it is because the female is more able to remember lists of words, express empathy, develop interpersonal relations and involve in emotional and artistic expression. the research by kimani (2018) found that female students are more likely to use english than males. whether male students likely used sheng. when it comes to writing, the study from newman, et al (2008) confirmed that men used more words, whereas women used longer sentences. it is also stated that women commonly used tag questions and uncertainty verb phrases which combined with perceptual or cognitive verbs (e.g., “i wonder if”). below is the result of newman‟s study which indicates the difference between men and women in using language. in writing, it is no secret anymore that women are more emotionally expressive than men (ahmadi; 2015; brescoll, 2016; parkins, 2012). fundamentally, a human will never separate from language and also emotion. it is not weird anymore to question the relationship between these two things. ahmadi (2015) proof that women are slightly more likely to use positive emotion whether men tend to use negative emotion. one pivotal research by brescoll (2016) found that women are more emotional than men, but considering this as the harmful of women carriers to become a leader is not effective. the most important research found by parkins (2012) found that women often use emotional expression when writing on their social media. parkins (2012) added that characteristic of emotionally expressive are the extensive use of punctuation (such as !!! and ???), the use of extensive full stops (e.g. …….), the use of capitalized text, the addition of the same letter within a word (such as yeeeeeees), the general use of emoticons (e.g. �, ☹), the different means of expressing laughter (e.g. lol, hehe, haha, wkwk). personal letter a personal letter is a kind of personal writing which is represented by personal correspondence, thank you letters, letters of congratulation or condolences. all of these can be printed or handwritten. sukam et al., (2015), added that a letter is a piece of paper or more than used as a communication tool to deliver the statement or information in written form, from one person to another. it usually contains a feeling of expression, private things, and important things. furthermore, they concluded that a personal letter is a type of friendly letter which provides communication between a small number of people, usually two people to give information or tell about something. it contains feeling jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 64 expression, private things, and important things as a way to communicate and allows a person to leave a message and to keep in touch. a personal letter is not as formal as another letter such as a business letter. hasnun (2006) cited in sukam et al., (2015) said that the parts of the personal letter include the place and date of a letter, address, greeting, the body of letter, closing sentence and signatures. the result of sukam et al., (2015) toward the use of the personal letter in learning recount text indicates that the personal letter media would helpful teaching and learning process and improving students‟ writing skill in recount text since it found that there are increasing of students score after apply personal letter media. ministry of indonesian education seen interpersonal letter is important to be mastered in high school education level, especially eleventh grade. that is why they put interpersonal letter as a material list on the syllabus of teaching-learning activity. several points that should be mastered in the personal letter subject are linguistic features, structure, and expression (bashir et al., 2014). the result of sukam et al., (2015) toward the use of the personal letter in learning recount text indicates that the personal letter media would helpful teaching and learning process and improving students‟ writing skill in recount text since it found that there are increasing of students score after apply personal letter media. structurally, a personal letter is similar to another type of letter. the structure of personal letter according to bashir et al., (2014) are date (the information of letter-writing date), address (the information about writer‟s place), salutation and name (consist of greeting and the nickname of letter‟s receiver), introduction (starts with how the writer‟s preview or shared moment), body of the letter (main part which consists of detail explanation toward the reason why the letter is written), closure, complimentary closing, and signature. sometimes, personal letters also add postscripts which stimulate the reader to respond to the letter. according to bashir et al., (2014), the function of the personal letter are various depends on the writer's intentions to write the letter, for example: expressing gratitude, giving advice, delivering good news or bad news, asking for help and also expressing apologize. method three couples of male-female students were engaged in this study. in order to answer the first research question, six written personal letters segmented into clauses to jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 65 identify the number of clauses and the realization of mood block constituent. secondly, the clauses moved into mood and modality analysis. next, the mood and modality moved into the table of interpersonal meaning quantity summary. lastly, the interpretation was made by considering the explanation of eggins and slade (1994). the second research question answered by using a similar table in the first step. the data moved into a quantity summary table. the interpretation of the emotional expressive adapted from parkins‟s (2012) explanation. findings and discussion in the clauses segmentation step, the researchers not only found the number of the participants‟ clauses, but also the mood constituent of each clause. the researchers found various subjects along with finite and the predicator, also the combination between complements and adjuncts. it is in harmony with the statement of eggins and slade (1997, p. 106) that in the clause division, the researchers will be able to identify the constituent of the clause such as subject, finite, predicator, complement, and adjunct. in this step, the researchers found 118 subjects, 88 finite and 88 predicators, 44 complements and 150 adjuncts (varies from circumstantial, textual and interpersonal) realized on six letters. table 2 the findings of mood types mood type participant male female declarative 47.7 38.5 interrogative 2.8 8.3 imperative 1.8 0.9 male and female students act differently in creating interpersonal meaning. from table 2, it can be seen that the declarative clause is the major type found both in male and female letters. declarative clause often used to make a statement or offer. in the present study, the statement became the major speech function among all letters. it is in accordance with the general function of a personal letter which commonly contains information to be shared by the writer to the reader or addressee. moreover, it is not the first study that evinces declarative clause is the major type of the clause. kawashima (2004) formerly found that declarative clause is the major of mood type in the women magazine with. later in china, xu (2012) also studied the realization of interpersonal meaning on the sixteen business letters. it also found that the declarative clause found most jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 66 of the letters. previously in 2017, yuliana and imperiani tried to study the interpersonal meaning of the online course of the newsletter by islamic and general education schools. the finding of their study also in line with the present study which found that the declarative clause is found mostly rather than another mood type. the realization of the declarative clause in the letters can be seen below f1 (cl.3) it‟s me, irma m1 (cl.6) so your birthday is here f2 (cl.6) i always see your instagram's stories m2 (cl.1) i know your condition f3 (cl.7) by the way, i‟m fine in here m3 (cl.3) i hope you always in good feel situation in contrary to declarative clauses, male and female students produced interrogative and imperative clause differently. male students produced more of the imperative clause, whether female students produced more of interrogative. xu‟s (2012) study has a similarity with the present study. despite the small proportion of the realization, the imperative clause in xu‟s (2012) study is the same with the present study which consists of the word “please”. the word “please” is softened the tone of imperative and show the courtesy of the writer. this suggests that even if male students tend to use command than female students, but they are softened their word so it will create a sense of politeness. the realization of the imperative clause on male students‟ letter can be seen below m2 (cl.16) pray to me, mom m3 (cl.16) please come back the interrogative clause was mostly produced by female students. it is known that in the letters, female students produce three times more than the male student. the realization of the interrogative clause in female students‟ letter can be seen below f1 (cl.2) how are you? f1 (cl.4) are you remember me? f3 (cl.3) and how is banjarsari? f3 (cl.18) dear, how is your birthday last week? kawashima (2004), xu (2012) and yuliana & imperiani (2017) agree that the use of questions in the text will engage the readers in an imagined dialogue so that it will create a conversation-like flow discourse. it also suggests politeness because the writer wants to create a sense of toleration since the writer puts the reader's opinion toward something as jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 67 important. a finding in xia‟s (2013) research toward gender differences in using language also strengthen the finding on the present study. the study in xia (2013) found that females are use interrogative often rather than male. table 3 the findings of modalization and modulation modalization male female (i)probability 10.6% (ii)usuality 21.1% 15.9% modulation male female (i)obligation 10.6% (ii)inclination 10.6% 15.9% (iii)capability 5.3% 10.6% furthermore, it can be seen from table 3 that female students show greater modulation by showing inclination and capability when none of the male students produced. this finding not only suggests that female students are more freely act to exchange goods and services but also proof that female students lack in expressing modalization. lower acts in modalization suggest that the writer provides the information as to what it has. as an additional, female student is also not attracted to modalized their information and present the text as what it has. moreover, the researcher also discussed the realization of emotional expression between gender in writing the letter. there are six categories to identify emotional expression. these six categories are laughter, emoticon, full stop, capitals punctuation, and an additional letter such as what has been mentioned in the previous chapter. yet, in the data, the researcher only found 5 kinds of categories. below is the finding of the emotional expressive markers: table 4 the findings of emotional expressive markers gender emotional expressive markers laughter emoticon full stop capital punctuation male 1 (2.6%) 2 (5.3%) 2 (5.3%) 0 (0%) 0 (0%) female 5 (13.2%) 5 (13.2%) 9 (23.7%) 4 (10.5%) 10 (26.3%) within the same proportion, it can be seen that laughter realized in both male and female students‟ letters. laughter sometimes realized by haha, hehe and lol (parkins, jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 68 2012). this is also realized on the interpersonal meaning knowing as a minor clause. a minor clause is a clause that has no mood at all. every form of laughter might be part of a minor clause, but not every minor clause is laughter. because a minor clause has two characteristics, first it can not be unambiguously retrieved and second, it cannot be negated. rather than male students, female students are not only higher in the realization of laughter, but also in emoticon and full stop. emoticon realized both male and female students‟ letters. there are 5,27% emoticon in the male letter, and 13,2% on the female letter. an emoticon is a graphical image that replaces face emotional expression. parkins (2017) mentioned that the icon “ � ”, “ :d ” and “ :) ” represent a positive facial expression. “ � ” and “ :) ” commonly means smiling face, whether “ :d ” means laughing face. the negative facial expression commonly realized by “ :( ”. for example m3 cl.21 bye….. :) f1 cl.3 it‟s me, irma….. :) f2 cl.24 i miss you so bad ><  f3 cl.4 i really miss you so much :( in face-to-face communication, full stops indicate a short hesitation of the speaker in the interaction (eggins and slade, 1997:5). it commonly exists when the speaker holds their word for various purposes. in the written communication, the full stop could indicate separation toward two different things and an indication of something untold (parkins, 2017). for example m3 cl.21 bye …… :) f1 cl.3 it‟s me, irma …….. :) f1 cl.16 oh no ……. my sister! f3 cl.15-16 oh wait…….. happy birthday f3 cl.14 i hope you are not angry to me, and ……… capitalization is not the only one that male students did not concern with, but also punctuation. punctuation is a pivotal element in writing, including writing a letter. it will influence the meaning of the text, as the intonation influence the meaning of the utterance. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 69 yet the punctuation that being talked here is the mark which consists of more than one sign, for example, “????, “!!!!”. these greater used of punctuation indicate the degree of intensity of what the writer want had to say. conclusion based on the findings, it was found that even though female students produced more clauses than males, the researchers learned that male and female students produced a number of clauses that were almost the same number. thus, it was found that both male and female students produced a declarative clause mostly from another type of clause. it is along with the result by rui & jingxia (2018), yuliana & imperiani (2017), adenike & olusanya (2014) and xia (2013) which found declarative mostly than another type of clause. moreover, this study also revealed a sense of politeness by both male and female students in their own way. female students created a sense of politeness by showing a greater number of interrogative, whether male students created a sense of politeness by the use of the word “please” to soften their sentence. the findings also found that both male and female students‟ modalization of usuality was realized mostly. this indicates that both male and female showed high confidence toward the trueness of something happen. moreover, it found that there were no female students produced modalization of probability. it was clear that male students dominated the realization of modalization. female students not only more attracted to exchange goods and services but also were more confident to show their self-awareness. then, it was found that female students dominated all characteristics of emotional expressive markers such as laughter, emoticon, punctuation, full stop, and capitalization. therefore, it is significantly proofed that female is more expressive in showing their emotion than male. references adenike, m., & olusanya, m. 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(2017). the realization of interpersonal meaning in course newsletters: a systemic functional linguistic perspective. indonesian journal of applied linguistics, 7(1), 181. kimani, s., njeri, e., kimwele, m. (2018). textual emotion recognition for enhancing social presence in online communication, 475-482 appendix 1 useful expressions in personal letter structure expression salutation “dear” “dearest” “sweetheart” “darling” “my dear” “my love” salutation depends on how well (close) the relationship between the writer and the reader starting the letter (warm greeting) how are you? hope this letter finds you … thank you for your last letter. it was so good to hear from you. sorry for answering late. i‟m sorry i should have written earlier … haven‟t heard from you in a while so i thought … i am sorry to inform you that … closing “yours” “all the love” “all the best” “best wishes” “with love” “sincerely yours” “affectionately” “much love” closure i am looking forward to seeing you soon. my best wishes for the coming test. see you. i will write soon. i am waiting for a quick reply. looking forward to seeing you again. bye. adopted from bashir et al., (2014, p. 66) appendix 2 clause segmentation jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 72 code: f1 cl 1 hello! minor clause cl 2 how are you???? adj.wh f s r m cl 3 it‟s me, irma s f p c adj.int m r cl 4 are you remember me???? f s p c m r cl 5 we are being friend started from instagram s f p adj.circ m r cl 6 from there we chat each other adj.circ s f p adj.circ m r cl 7 tell about the culture of our country and other p adj.textual adj.circ r cl 8 you know about all my dreams s f p adj.textual adj.circumstance m r cl 9 about i want to visit your country, korea adj.circumstance s f p adj.circumstance adj.int m r cl 10 you tell me so many information about korea s f p c adj.circumstancial m r cl 11 you are promise me to buy a lot of korean food for me s f p adj.circumstance m r jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 73 appendix 3 mood and modality analysis participant clause no. subject mood modality adjunct f1 1 minor 2 you wh-interrogative: full 3 it declarative: full interpersonal 4 you polar interrogative: full circumstantial 5 we declarative: full circumstantial 6 we declarative: full circumstantial 7 (we) declarative: elliptical: (sf) p adj/textual adj/cicumstantial textual circumstantial 8 you declarative: full textual circumstantial 9 i declarative: full circumstantial interpersonal 10 you declarative: full circumstantial 11 you declarative: full circumstantial 12 you polar interrogative: elliptical (f) spcadj/int interpersonal 13 minor 14 i declarative: full circumstantial 15 you declarative: full textual interpersonal appendix 4 the quantity summary of interpersonal meaning mood (clause types) m1 m2 m3 f1 f2 f3 number of clauses 20 20 21 21 24 24 declarative full 10 (50%) 14 (70%) 10 (47,6%) 11 (52,4%) 14 (58,3%) 11 (45,7%) elliptical 8 (40%) 5 (40%) 5 (23,9%) 4 (19,1%) 5 (20,8%) 3 (12,5%) polar interrogati ve full 1 (5%) 2 (9,5%) 1 (4,2%) elliptical 1 (4,2%) tagged declarative full 1 (4,2%) elliptical whinterrogati ve full 2 (9,5%) 1 (4,8%) 3 (12,5%) elliptical 1 (4,2%) imperative 1 (5%) 1 (4,8%) 1 (4,2%) minor 1 (5%) 3 (14,2%) 3 (14,2%) 3 (12,5%) 4 (16,7%) most frequent subject choice i (7) you i (13) you i (9) you (7) i (6) you (7) i (11) you (4) i (10) you (5) jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 74 (5) variou s 3 rd person sg (6) (2) vario us 3 rd perso n 5 various 3 rd person sg (1) we (1) we (4) it (1) it (2) us (1) various 2 nd person pl (2) various 3 rd person sg (2) it (3) various 3 rd person sg (1) various 3 rd person pl (1) negation 2 1 adjunct circumstanti al 13 13 11 14 10 12 interpersonal 4 7 7 4 9 3 textual 7 4 2 4 6 5 modalization (i)probabili ty high 2 (10,5 %) med low (ii)usuality high 1 (5,25% ) 3 (15,7% ) 1 (5,25%) med low 2 (10,5%) modulation (i)obligatio n high 1 (5,25%) med low 1 (5,25% ) (ii)inclinati on high 2 (10,5% ) 1 (5,25%) 2 (10,5%) med low (iii)capabil ity high 1 (5,25% ) 1 (5,25%) 1 (5,25%) med low appendix 5 the realization of emotional expressive markers no. typical expressive realization participant jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 75 emotion markers 1 laughter i (am) very good everyday hehehe m3 2 full stops i (am) very good everyday hehehe … m3 3 emoticon …everyday hehehe :d m3 4 full stop bye … m3 5 emoticon bye … :)) m3 6 punctuation how are you ??? f1 7 full stop (…)irma ….. f1 8 emoticon (…)irma ….. :) f1 9 full stop (…)instagram ….. f1 10 full stop and others … f1 11 laughter and others … hehehe f1 12 full stop your country, korea ….. f1 13 laughter (…) lol f1 14 full stop (…) lol … f1 15 laughter (…) lol … hehehe f1 16 full stop oh no ……. f1 17 punctuation my sister !!! f1 18 full stop (…) for me …… f1 19 capital thank you for everything f1 20 laughter let‟s visit indonesian food too, lol f2 21 laughter just kidding, hehe f2 22 emoticon i miss you so bad ><  f2 23 punctuation hi !!!! f3 24 emoticon i really miss you so much :( f3 25 punctuation i really miss you so much :( !!!! f3 26 emoticon i‟m fine here :) f3 27 full stop oh wait, ….. f3 28 punctuation how is your birthday last week ???? f3 29 capital happy birthday f3 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 4 no. 1, 2020 76 30 punctuation happy birthday !!!! f3 31 capital wish you all the best !!! f3 32 punctuation wish you all the best !!!!!! f3 33 punctuation i can‟t come to say directly to you !!!! f3 34 emoticon i can‟t come to say directly to you !!!! :( f3 35 full stop and ……… f3 36 punctuation what feel to be sweet 30 years old ???? f3 37 capital see you!!!!! f3 38 punctuation see you!!!! f3 appendix 6 quantity summary of the realization of emotional expressive markers gender emotional expressive markes laughter emoticon full stop capital punctuation additional letter male 1 (2,6%) 2 (5,3%) 2 (5,3%) 0 0 0 female 5 (13,2%) 5 (13,2%) 9 (23,7%) 4 (10,5%) 10 (26,3%) 0 https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 received accepted published december 2020 february 2021 february 2021 the realization of grammatical cohesion devices in efl students’ argumentative essays rudiana officialrudiana11@gmail.com english education program, fkip galuh university abstract this study analyzed efl students‟ argumentative essays concerning cohesive devices based on halliday and hasan (1976) in the certain part called grammatical cohesion devices. thus, the study focuses on analyzing the four main categories of them. those are (1) reference, (2) substitution, (3) ellipsis, and (4) conjunction. moreover, this study was aimed at figuring out the realization of grammatical cohesion devices which was centred on determining the type of those devices, the predominant devices realized, and the extent to which the use of those devices helps the texts achieve their cohesion. moreover, this study employed a descriptive qualitative method. furthermore, the analysis revealed three main points. firstly, there were grammatical cohesion devices realized on the efl students‟ argumentative essays such as reference, ellipsis, and conjunction. secondly, the predominant devices were personal reference and additive conjunction. finally, the use of grammatical cohesion devices could effectively enhance the quality of students‟ writing; it could create the relation and connectedness between one element and another in the text as well. keywords: grammatical cohesion devices, efl students’ argumentative essay introduction this study highlights writing as one of language ability that have to be acquired by the english learner both in performance and quality. the improvement of writing quality could be enhanced by the use of cohesive devices concerning the arrangement, relation, and connectedness between one element and another in the text entirely. the structure organization and the existing meaning within the text concern cohesion and coherence text (ns hadiyati et.al, 2018). in attaining the good quality of cohesive and coherent text, phrases, sentences and clauses which will form a paragraph must hold together; the movement from one sentence to the next must be logical and smooth mailto:officialrudiana11@gmail.com jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 102 (oshima & hogue, 2006, p. 21). moreover, the taxonomy of cohesive devices was developed by halliday and hasan in 1976 followed by schiffrin, tannen, and hamilton (2001, p. 36; 2015, p.62), taboada (2004, pp. 160-164), and tanskanen (2006, pp. 1516) highlight that cohesive devices are explicated partly through grammar; grammatical cohesion and partly through the vocabulary; lexical cohesion. for instance, those devices concern the relation of connectedness both of its structure and meaning. previously, there are some researchers who have conducted their studies related to the present topic. those previous studies deal with grammatical cohesion devices, yet they are in the different field. the first previous study is from akindele (2011) who carried out a study about examining the use of cohesive devices in academic papers. the second study is from kilmova and hubackova (2013) which was addressed the issue of grammatical cohesion devices in english abstract of british origin. finally, ninsiana (2014) carried out a study concerning grammatical cohesion devices on indonesian translation of english bidding document. different from all previous studies, the writer was interested in exploring grammatical cohesion devices that was used by the efl students in their argumentative essays. henceforth, considering to complete the previous studies, the writer conducted this study in different certain writing product. besides, the analysis of this certain topic was counted to the rare analysis because majority of researchers conducted the analysis in the whole aspects of cohesion. significantly, this study revealed the extent to which the use of grammatical cohesion devices helps the texts achieve their cohesion. according to halliday and hasan (1976, p. 4) as the founder of cohesion theory, followed by schiffrin, tannen, and hamilton (2001, p. 35; 2015, p. 6) and tanskanen (2006, p. 15), cohesion is the existing meaning of the text that has relation and coordination between one item and another as the set of resources to make it hold and tie together in the relation of making meaning. in this case, it refers to a unit of language in use. furthermore, it can be spoken or written, monologue or dialogue because text can be in several things to express mind. cohesive devices as the tools to create the relation and connectedness to represent the existing meaning within the text were partly divided into grammatical and lexical cohesion. this study was only focused on grammatical cohesion devices as the tool to create the structure and meaning within the text logically, smoothly, and jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 103 cohesively. moreover, the theory that was developed by halliday and hasan in 1976 and followed by schiffrin et al. (2001, p. 36; 2015, p.61); taboada (2004, pp.157); and tanskanen (2006, p. 15), state that grammatical cohesion devices are identified as the set of resources for constructing relations in discourse that transcend grammatical structure that refers to the exist meaning within a text. cohesive resource and relation are to link and connect the elements of the text to make the relation both of structuring and meaning logically and smoothly. in addition, grammatical cohesion devices are categorized into several types, those are reference, substitution, ellipsis, and conjunction. the first grammatical cohesion device is refence. according to gerot and wignell (1994, p. 170), reference can be defined as a system focuses on introducing and tracking the identity of participant involved in the text. moreover, halliday and hasan (1976, p. 37) highlighted that reference is categorized into several types. those are personal, demonstrative, and comparative references. based on the types mentioned, the first type is a personal reference; it refers to the function in the speech of situation through the category of person; it includes pronoun and determiner. the second type is demonstrative reference; it is reference by means of location; it includes determiner and adverb. the last type is comparative reference; it is indirect reference by means of identity or similarity. with regard to the classifications of the reference, it can be concluded that reference is the resources of referring item in text to make it semantically interpreted. furthermore, it is divided into three types. first, personal reference can be in a group of noun, pronoun, and modifier. second, demonstrative reference can be in a group of adverb and determiner. third, comparative reference can be in a group of adjective and adverb. the second grammatical cohesion device is substitution. according to halliday and hasan (1976, p. 88), schiffrin et al. (2001, p. 36; 2015, p. 62), bahaziq (2016, p.113), and jabeen et al. (2013, p. 125), substitution is the correlation and relation in the wording rather than in the meaning that can be identified as the item of text that was replaced by another one to avoid repetition; to replace a small bit of text with a larger bit of text. based on halliday and hasan‟s theory, there are three types of substitution, those are nominal which substitute a noun, verbal which substitute verb, and clausal which substitute clause by so or not. accordingly, those types of substitution were jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 104 functioned to make the text shorter in structure but wide in meaning. this device could create the relation and connectedness between the existing elements in the text entirely. the third category of grammatical cohesion devices is ellipsis. furthermore, it refers to resources for omitting a clause, or some parts of a clause or group, in contexts where the content can be assumed that an earlier sentence makes the meaning clear (schiffrin et al., 2001, p. 36; 2015, p. 62, jabeen et al., 2013, p. 126) and it is a simple substitution by zero, the same fundamental relation between part of a text (halliday & hasan, 1976, p. 142). normally, it is considered as an anaphoric relation because the omission takes place within a text. when ellipsis occurs, the item that is omitted from the structure of the text can still be understood. like substitution, ellipsis has three types, those are nominal, verbal, and clausal. the last category of grammatical cohesion device is conjunction. the last part of grammatical cohesion devices is conjunction; it is the presence of other components in text for reaching out into the preceding or following text and it refers to link a clause or a group of clauses in discourse (halliday & hasan, 1976, p. 226; schiffrin et al., 2001, p, 36; 2015, p. 62). furthermore, conjunction words are linking devices between sentences or clauses in a text. unlike the other grammatical devices, conjunctions express the „logical-semantic‟ relation between sentences rather than between words and structures (halliday & hasan, 1976, pp. 226-227). in other words, they structure the text in a certain logical order that is meaningful to the reader or listener. in line with halliday and hasan‟s theory, gerot and wignell (1994, p. 180) state “conjunction is the semantic system whereby speakers relate clauses in terms of temporal sequences, consequences, comparison, and addition. in harmony with gerot and wignell, based on halliday and hasan‟s theory, conjunctions are divided into four types, namely additive, adversative, causal, and temporal. the first is additive conjunction which functions to connect units that share a semantic similarity. the second is adversative conjunction which was used to express contrasting results or opinions. the third is causal conjunction which introduces results, reasons, or purposes. the last is temporal conjunction which expresses the time order of events. according to al-ahdal, alfallaj, al-awaeid, and al-hattami (2014, p. 143) the english as foreign language students are the people who has had the experience of another (mother tongue), they try to learn that language consciously. for instance, they jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 105 acquire the language skill as the effect of their surrounding and environment that mother tongue (first language) is not available for them. in defining argumentative essay, oshima and hogue (2006, p. 142) state “argumentative essay is an essay in which you agree and disagree with an issue, using reasons to support the opinion.” it can be understood that an argumentative essay is the point of view of personal perspective by providing the reason for the given point of view. for instance, a scientific argument is a form of debate. it can be identified as the persuasion to gain the same perception to believe. thus, the argument includes both of logical argument and emotional persuasion (fahy, 2008, p. 2). in addition, the argumentative essay has three structures; it is well-known as the generic structure or the text organization. those were introduction or opening, body or content, and closing or conclusion. those structures were used to differentiate and to assess how the good argumentative essay could be selected. moreover, another base mark to figure out the good argumentative essay, it should be looked at format or layout, content, and grammar (oshima & hogue, 2006, p. 316). method the study was designed by employing descriptive qualitative research methodology at which it investigated the quality of relationships, activities, situations, or materials (fraenkel, wallen, & hyun, 2012, p. 426). moreover, the design was selected because in interpreting the data, the writer employed the form of argumentative essays in figuring out grammatical cohesion devices used at which it was needed to describe the data by words which are clearer and rich of diction. in the beginning of collecting the data, the texts were collected as the documentation step from the lecturer. those texts were in the form of argumentative essays which was written by 17 students from junior level in galuh university in east priangan, west java. furthermore, some procedures were done to ask for permission from the lecturer to collecting, using, and anlyzing the efl students‟ argumentative essays. findings and discussion findings based on the classification of the texts, the selected texts were categorized into three levels. those were low, medium, and high levels. accordingly, the low category showed the small use of reference, substitution, ellipsis, and conjunction, it was counted jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 106 55 items from both of texts. moreover, the medium category revealed that the use of grammatical proportion was lifted up, it was counted 109 of three main aspects, those were reference, ellipsis, conjunction and there was not substitution device used. finally, the high category showed the use of reference, substitution, ellipsis and conjunction devices. it was counted 133 items from both of the texts. generally, the six selected texts showed that the use of conjunction and reference were the predominant device. text one, two, and three showed that conjunction was the predominant device. it could be seen by 57.4% value of percentage from of all the texts. furthermore, additive conjunction was the highest use of device category. meanwhile, text four, five, and six showed that reference was the predominant device. it could be seen by 56.4% value of percentage from all of the texts. moreover, the type of reference that highly used was personal reference. based on the function of grammatical cohesion devices, the high level was the first position, medium level in the second place, and the low level in the last place. the point of view was taken from the writer‟s analysis and his reading experience of the text that regarded to the grammatical cohesion devices and its function. finally, those levels were appropriately placed in the mentioned statements. in brief, the first finding showed that the students use reference, ellipsis, and conjunction in their writing. the second finding revealed that personal reference and additive conjunction were the predominant devices and the last finding figured out that the best cohesive text was the high level which used grammatical devices as the tool to help texts achieve their cohesion discussion the elaborated results aforementioned was as a base for beginning the discussion of this study that emphasized on figuring out grammatical cohesion devices by using reference, substitution, ellipsis, and conjunction as the tool, and its implication towards language learning. furthermore, it could be seen that efl students studied english as the foreign language which english was not used in daily communication. moreover, the study was addressed to figure out three points. those were (1) the realization of grammatical cohesion devices, regarding the study, the devices such reference, ellipsis, and conjunction were used by the students in their writing. according to schiffrin et al., (2001, p.36; 2015, p. 62), the use of reference refers to appoint something in language. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 107 moreover, the use of ellipsis refers to omitting unnecessary thing in the text and the use of conjunction was functioned to connect element in wide scale of structure; (2) the predominant device realized, the realization of grammatical devices were reference, ellipsis, and conjunction. thus, personal reference which points something in language by means of identity to person or place (halliday & hasan, 1976, p. 37) was the first predominant device. in addition, the additive conjunction which connects and share a semantic similarity (halliday & hasan, 1976, pp. 226-227) was the second predominant device; and (3) the extent to which the use of grammatical cohesion devices helped the texts achieve their cohesion. it could be proven by using those devices the structure and the existing meaning within the text could be comprehensively and completely comprehended. conclusions in conclusion, this study presented deep comprehension about grammatical cohesion devices which covered reference, substitution, ellipsis, and conjunction. therefore, the use of those could completely improve the quality of writing especially an argumentative essay. at last, the study provides some suggestions for further research, educational elements, and people who use english as a foreign language; it was recommended that they obtain a deep understanding of grammatical cohesion devices which function to create the cohesive text. references akindele, j. (2011). cohesive devices in selected esl academic papers, african nebula, 3, 99-112. retrieved from: nobelword.biz./images/akindele_an3.pdf al-ahdal, a. a. m. h., alfallaj, f. s., al-awaied, s. a, & al-hattami, a. a. (2014). a comparative study of proficiency in speaking and writing among efl learners in saudi arabia. american international journal of contemporary research, 4(2), 143. usa: center for promoting ideas. bahaziq, a. (2016). cohesive devices in written discourse: a discourse analysis of a student‟s essay writing. english language teaching, 9(7), 112-115. retrieved from: http://dx.doi.org/10.5539/elt.v9n7p112, canadian center for science and education. fahy, k. (2008). writing for publication: argument and evidence. elsevier science direct: women and birth, 8, 2. retrieved from: http://dx.doi.org/10.5539/elt.v9n7p112 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 108 sciencedirect.com/www.elsevier.com/locate/wombidoi: 10.1016/j.wombi.2008.04.001 fraenkel, j.r., wallen, n.e., & hyun, h.h. (2012). how to design and evaluate research in education, (8th ed.). new york, usa: the mcgraw-hill companies inc. gerot, l. & wignell, p. (1994). making sense of functional grammar, (1st ed . ). sydney, australia: gerd stabler. halliday, m.a.k., & hasan, r. (1976). cohesion in english. london, uk: longman group limited london. jabeen, i., mehmood, a., & iqbal m. (2013). ellipsis, reference & substitution as cohesive devices the bear by anton chekhov. academic research international, part i-social sciences & humanities, 4(6), 124-125. retrieved from: www.savap.org.pk kilmova, b.f., & hubackova, s. (2013). grammatical cohesion in abstracts, procedia social and behavioural science 116, 664-668. retrieved from: www.sciencedirect.com doi: 10.1016/j.sbspro.2014.01.276 ninsiana, w. (2014). grammatical cohesion devices on the indonesian translation of english bidding document, international journal of language and linguistics. 2(6), 361-67. retrieved from: http//www.sciencepublishinggroup.com/j/ijll ns hadiyati, i said, br sugiarto. (2018). a transitivity analysis of male and female students‟final draft of critical responses paragraph to literature. jall (journal of applied linguistics and literacy) 2 (2), 113-124 oshima, a., & hogue, a. (2006). writing academic english, (4th ed.). new york, usa: person education. schiffrin, d., tannen, d., & hamilton, h.e. (2001). the handbook of discourse analysis. malden, massachusetts, usa, oxford, uk: blackwell publisher ltd. schiffrin, d., tannen, d., & hamilton, h.e. (2015). the handbook of discourse analysis, (2nd ed.). west sussex, uk: john wiley & sons, inc. & bloomsbury plc. taboada, m. t. (2004). building coherence and cohesion. philadelphia, usa: john benjamin b.v. tanskanen, s. k. (2006). collaborating towards coherence. philadelphia, usa: john benjamin b.v. http://www.elsevier.com/locate/wombi http://www.savap.org.pk/ http://www.sciencedirect.com/ javascript:void(0) javascript:void(0) https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 149 received accepted published may 5 th 2022 august 9 th 2022 september 14 th 2022 speech act in barack obama’s speech peby utami* pebyutami.2002@gmail.com ibnu iqbal farhan najmi emeliya sukma dara english education department, faculty of tarbiyah and teachers’ training, state islamic university of north sumatra abstract the purpose of this study is to analyze barack obama's usage of speech acts in speech "a more perfect union”. the method used in this research is qualitative research. the data were collected and analyzed by collecting and classifying the utterances that are relevant to searle’s theory on speech act’s classification. based on the findings, the researchers discover three directives, four commissives, fifteen representatives, one declarative, and five expressive in the speech. the representative is the most common and declarative is the least common. keywords: pragmatic, speech act, speech introduction pragmatics is the study of the use of language in context or certain situation. when people speak, they may discuss their intended meanings, assumptions, purpose or aims, and action. the statements that the speaker produces through communication have a meaningful message than the word's or phrase's literal meaning. when someone says something, it is not without any aims. yule (1996, p. 47) states that speech acts is an action via utterances. birner (2013) also states that uttering something is the same as doing something. you must be able to understand the meaning of the utterance through pragmatics, recognizing that the word or phrase include deeper meaning that the literal meaning of what is being said. through speech act, the speaker can convey the action in words and sentences. the representation of this can be seen from an activity called speech. https://jurnal.unigal.ac.id/index.php/jall/index mailto:pebyutami.2002@gmail.com jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 150 speech is a process delivery of an idea that aims to provide information or change and influence the mindset of the audience. speech is a type of public speaking action in which a leader expresses their perspective or provides an overview of important topics or events that should be discussed and addressed. according to yule (1996, p.3), the study of meaning as transmitted by a speaker or writer and perceived by a listener or reader is called pragmatics. as a result, it is more concerned with determining what individuals mean by their utterances than with determining what the words or phrases in those utterances might signify on their own. speech act refers to a language-based action that can be investigated pragmatically. according to yule (1996), speech act is a study of how language when it is being used by both the speakers and the hearers. bach (1979) explains that communication is not only about language but also with action. this action has message in itself. searle (2005) states that there are five different classification of speech acts. the classifications are directives, commisives, representatives, declaratives, and expressives. 1. directive speech acts in which the speaker is focusing to persuade people to do something are known as directives. they convey the speaker's desire for the addressee to take action. advice, commands, orders, queries, and requests are examples of paradigm cases. the speaker seeks to elicit some future course of action from the addressee by utilizing a directive, thus making the world match the words through the addressee. for example: open your window! 2. commissive commissive is speech acts in which the speaker commits to a future course of action.. they convey the speaker's desire to act. offers, promises, refusals, and threats are examples of this speech act. the reality adapts to the words via the speaker himself in the event of a commissive. for example: i will be back in three days. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 151 3. representative representatives (or assertives) are speech acts that bind the speaker to the truth of the articulated proposition and hence have truth-value. they convey the speaker's point of view. asserting, claiming, concluding, reporting, and stating are examples of paradigm cases. the speaker depicts the world as he or she believes it is in this type of speech act. 4. declarative declarative is spoken acts that cause immediate changes in the current condition of circumstances. they are referred to as 'institutionalized performatives' since they rely on sophisticated extra linguistic institutions for their successful presentation. for example: gary, you are fired! 5. expressive expressive is speaking acts that convey a speaker's psychological attitude or state, such as joy, sorrow, or likes/dislikes. this types of speech act includes apologizing, blaming, congratulating, praising, and thanking.. for example: wow that was remarkable! the purpose of this study is to analyze barack obama's usage of speech acts in his speech "a more perfect union". the researchers choose this speech because it is arguably the biggest political event of the campaign in the 2008. this research focuses on searle’s speech act classification: directive, commisive, representative, declarative, and expressive. similar with this, dewi&jannah (2022) conducted their research which focused on the illocutionary acts proposed by searle (1979). there are five types of illocutionary acts found in their research : representative, directive, expressive, commissive, and declarative. method the method used in this research is qualitative research. moleong (2007) states that the data collected in qualitative research are in the form of words, pictures, and not numbers. in this research, the data were taken from barack obama’s speech “a more perfect union” in the course of the contest for the 2008 democratic party jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 152 presidential nomination, on march 18, 2018. the data is analyzed by collecting and classifying the utterances that are relevant to searle’s theory on speech act’s classification. in this research, the data is collected through the following steps: 1. searching the video of the speech and the script. 2. watching the speech and reading the script. 3. grouping the utterances to searle’s speech act classification. 4. analyze the data. finding and discussion there are 5 types of speech act that are found in this speech. they are directive, commisive, representative, declarative, and expressive. all of these are explained: 1. directive a. in the first data of the table, speech act in this sentence is directive, because it is about barack obama’s advice on solving the problem. b. in the second data of the table, speech act in this sentence is directive, because barack obama reminds the audience about disparities. c. in the third data of the table, speech act in this sentence is directive, because barack obama advice the audience about politics. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 153 2. commisive a. in the first data of the table, speech act in this sentence is commisive, because it shows barack obama's promise of his story. b. in the second data of the table, speech act in this sentence is commisive, because barack obama confirms his statement. c. in the third data of the table, speech act in this sentence is commisive, because barack obama is refusing him. d. in the fourth data of the table, speech act in this sentence is commisive, because it is about what barack obama will do in the next election 3. representative jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 154 speech act in the first data until the fifteen data of the table is representative. because all of the data in this table include about barack obama’s statement, he give some information about his knowledge or believes that support his statement to let the audience know about a more perfect union, he also reject some of the action that can distracts attention from solving the issues to form the perfect union. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 155 4. declarative based on the data of the table, speech act in this sentence is declarative, because barack obama gives declaration to change their action. 5. expressive a. in the first data of the table, speech act in this sentence is expressive, because it shows barack obama’s praising about the man. b. in the second data of the table, speech act in this sentence is expressive because it shows her fear about black men. c. in the third data of the table, speech act in this sentence is expressive, because it is about barack obama’s feeling about america. d. in the fourth data of the table, speech act in this sentence is expressive, because it shows about barack obama’s sympathize about someone’s words. e. in the fifth data of the table, speech act in this sentence is expressive, because it shows barack obama’s feeling about the possibility. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 156 conclusion the researchers discovered five forms of speech act in barack obama's speech which are directive, commissive, representative, declarative, and expressive. the researchers discover three directives, four commisives, fifteen representatives, one declarative, and five expressives. based on the findings, representative is the most common speech act in barack obama's speech, while declarative is the least common. we advice readers to look up and study more about the speech act in order to broaden their knowledge and understanding. since speech act can be discovered in any speech, readers can readily grasp speech act by reading books or other sources such as speeches, films, short stories, etc. references bach, k., & r. m. harnish. (1979). linguistic communication and speech acts. cambridge: mit press. dewi, e.s. & jannah, r. (2022). illocutionary acts analysis of the main character in “brave” movie. journal of applied language and linguistics (jall). vol 6, no 1 (2022). https://jurnal.unigal.ac.id/index.php/jall/index. fitrianingsih, a. n. (2018). speech act in barack obama speech during his presidency while urging voters to support hillary clinton. seminar nasional penelitian dan pengabdian masyarakat, 167-170. hidayat, a. (2016). speech acts: force behind words. english education: jurnal tadris bahasa inggris, 9(1), 1-12. huang, y. (2014). pragmatics. usa: oxford university press. hutajulu, f. l., & nommensen, h. (2019). analysis of illocutionary act in the movie “you are my home” english subtitle. journal of english educational study, 2(1), 29-36 moleong, l. j. (2007). metodologi penelitian kualitatif. bandung: pt remaja rosdakarya. mufiah, n. s., & rahman, m. y. (2018). speech act analysis of donald trump's speech. project, 1(2), 125-132. searle, j. r. (2005). expression and meaning: studies in the theory of speech acts. cambridge: cambridge university press. wijaya, f. r., & helmie, j. (2019). an analysis of directive speech acts in the faults in our stars movie script. journal of english pedagogy, linguistics, literature, and teaching,7(1). yule, g. (1996). pragmatics. oxford: oxford university press. https://jurnal.unigal.ac.id/index.php/jall/issue/view/473 https://jurnal.unigal.ac.id/index.php/jall/issue/view/473 https://jurnal.unigal.ac.id/index.php/jall/index https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 181 received: accepted: published: july 17 th 2022 august 28 th 2022 september 14 th 2022 the strategy of developing students’ translation skills through analysis technique of machineassisted translation (mat) and manual translation (mt) wawan tarwana* wtarwana@gmail.com universitas galuh ishkak said universitas galuh abstract machine-assisted translation (mat) is a sophisticated intellectual technology made by man as a means of instant translation. one of them is google translate. this research is a case study with a qualitative approach. this research is to find out the following questions. 1) about the implementation of teaching techniques by applying mat and mt analysis in the translation course; 2) about perceptions of students of learning techniques using mat and mt analysis in the translation course; and 3) about the strategy of students in doing mt. the research data collection techniques were obtained from classroom observations, interviews with lecturers on translation subjects, and documents from the results of student translations. all of these were conducted online because covid had not passed. the object of his research was a lecturer in the translation subject and 10 students from the translation class. the data analysis technique used the data credibility test through the triangulation of techniques and sources. the result and the finding of this study are that the lecturer implements the mat and mt analysis in the translation course with various stages. meanwhile, students have the perception that the translation technique with the mat and mt analysis strategy is very beneficial for their translation results. the strategy carried out by students in translating is using mat and mt analysis in addition to using special translation techniques. keywords: translation, machine-assisted translation (mat), manual translation introduction a translation is a process of transferring a message or meaning from one language to another language. there are many definitions in translation. some experts stated that translation is an operation on languages: a process of substituting a text in https://jurnal.unigal.ac.id/index.php/jall/index mailto:wtarwana@gmail.com jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 182 one language for a text in another (catford in astari, 2017). a translation is one of the subjects taught at universities for example in an english education program of a university in ciamis. the translation is given in three semesters. one of the semesters is in semester 3 which is a compulsory subject. two more are given at level three of the program as elective courses. in the early years when this course was applied, the learning method was mostly practical translation and a little theory, mostly definitions and translation procedures. teaching translation using traditional and conventional methods makes our students bored. the term traditional or conventional methods refer to the ways of teaching that apply or use a pencil-paper-based system. this system of teaching and learning seems monotonous. when the students were given copied materials that they must read, they were not enthusiastic to do it and felt bored. they said it was not interesting because the textbooks of translation theories they should read were too thick and those made them tired to read (rudi hartono, 2015). the next problems in teaching translation, students are lazy to do manual translation (mt). the results of student translations are all literal or word translations (delabasita; 2011). because they mostly rely on machine translation, namely machine-assisted translation (mat). so far mat has always been the mainstay of students in translating english text into indonesian or vice versa. mat is a special machine for translation without human intervention at all or it can also be called automatic or instant translation (shilov; 2018). one of the famous mat is google translate (gt) which is a practical, free and advanced machine translator from google compared to other translation applications that are mostly paid (pym; 2011). so that students feel helped by the presence of gt which is believed to be able to solve all problems related not only to translation courses but also to other courses. there is even an opinion that there is no need for a translation course or translation to exist because it has been replaced by the mat. moreover, most people do not entrust translation to a translator because they are considered, but they rely more on mat or gt than they have to do mt. mat or gt is indeed good applications, but they still have weaknesses, they still need the hands of translators. among them, the mat or gt work system usually translates literally or verbally and sometimes does not translate messages. for example, the sentence “i want to travel around the world” is translated by gt as “saya ingin keliling dunia”. although gt translates the sentence literally, the translation is good jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 183 and understandable. but in certain cases, some sentences must be translated through special translation techniques that gt does not have, for example, the sentence "i was thirteen when i got married honestly" which gt translates into “saya berumur tiga belas ketika saya menikah dengan jujur”. gt's translation of the sentence is confusing. because if translated manually by human translators it becomes “terus terang, saya berusia tiga belas ketika saya menikah”. another weakness of mat or gt is that it cannot translate text from the source language which contains elements of culture, idioms, proverbs, and academic terms (giammaresi et al, 2016). the inaccurate translation of gt of “saya berumur tiga belas ketika saya menikah dengan jujur” may be the position of “dengan jujur”. this needs adaptations to the target language context. for example, for non-formal english dialogue in the sentence "man, it's hard" gt translates to “man, itu sulit”. while mt translates it with a special technique, namely “astaga, kok sulit”. likewise with the phrase „dia masih hijau‟ which gt translates to 'he is still green. while mt translates it into 'he is young and innocent. of course, gt's translation of the sentences “man, itu sulit”, and „he is still green‟ cannot be read and understood by native speakers because it is confusing. meanwhile, sentences such as 'he is young and innocent, 'man, it's hard have a different vocabulary structure from the source language, namely, „dia masih hijau‟ and „astaga sulitnya‟. but even though they are different, the message in the source language is conveyed. so basically mat or gt is a sophisticated translation application but still less perfect than human translators who do mt in other words mat still requires the touch of a human translator for editing (williams, 2013). the students of the english study programare hoped to be english teachers, they study and practice to get the knowledge of how to become a translator or translator in the translation course. the goal is clearly to translate various types of texts, both formal, non-formal, and academic. the next goal is to encourage english graduation to be able to become entrepreneurs in the field of translation. therefore, in the translation course, the lecturer applies strategies to fulfill the goal for example namely analyzing and criticizing the translation results from the mat so that they get enlightened that the mat needs human intervention to edit it. so that they get a strategy in the translation process as their competencies. related research that underlies this research is from pym (2011) with the title 'what technology does to translating'. pym's research reveals that jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 184 technology is very useful in completing many translation tasks but in certain cases fails to complete conveying messages from a semantic and pragmatic point of view. the difference with our research is the addition of teaching technique variables which will be the main focus of our research. the explanation above is the background of this research which aims to investigate the strategy of developing students‟ translation skills through analysis using the mat and mt techniques in translation class. the following are research questions that were the main focus of this research. how does the translation course lecturer implement the mat and manual translation analysis technique? what is the student's perception of the mat and mt analysis technique in the translation course? what is the student's strategy in doing mt? method the researchers conducted a qualitative research design. qualitative research design investigates the problem and develops a detailed understanding of a central phenomenon (creswell, 2012, p.6). the lecture strategy using mat and mt analysis is a unique thing that is applied to the translation course in the english education study program of a university in west java. a case study was also explored how this uniqueness had been implemented for about two years by lecturers who are in charge of translation courses. there were several factors why this teaching strategy was maintained. one of them was a change in student attitudes in translating a text from english to indonesian or vice versa which was no longer literal. the subject of this research is one class of translation course which consists of more than 15 students at level 3 a, b, c and 1 lecturer in translation course. while the research sampling technique is purposive sampling. the research location is in the english education study program because the mat and mt analysis strategies were given in the translation course. findings and discussion from observation and interview data, it is known that there are several steps taken in teaching translation. first, some theories, techniques, and strategies in the translation are given to students. they also have some good and bad examples of translated products including fiction, science articles, news, advertisements, etc. the jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 185 second and main scope of what is taught is to compare translation products operated by gt and by human translators or mt (case; 2015). in this session, students gained broad insight into the differences between the two. they understood and respected the mt process because mt requires more critical analysis to achieve proper message transfer from the source language to target language than just gt which takes only one second – to wait for the result. third, students were required to practice translation using translation skills that previously did not use gt. the goal was for students to become undergraduates in english education with translation skills. therefore, they need good training to become good translators as well. in this case, gt is only for emergencies and of course still requires a human translator to edit it (carl et al, 2016). the comparison between translation using gt and mt is a translation teaching strategy that was applied because it increased students' awareness of how important it is to go through the translation process if they want good translation results to meet can. this kind of training is very useful to make them skilled in translating any text. during the learning process, several obstacles were encountered. when they translated indonesian text into english, they became less confident because they doubted whether their translation could be or not. in this case, the lecturer needed to provide many examples of good indonesian english translations with clear explanations. students were expected to have confidence in translating works. another obstacle encountered during teaching translation shows that students still used gt before mt. they seemed to prioritize gt, which implies that they indulge themselves in the translation process. the only solution to work on is to get students familiar with mt in any way. lecturers must also motivate their students that doing mt is very beneficial for future careers. from a student point of view based on open interviews with fifteen students, gt is one type of mat that they encourage to support their work. however, they admitted that they often encountered translations that were difficult to understand because the translations processed by gt are quite literal and word for word, which means they do not interpret messages but words (gashemi & hashemian, 2016). this opinion emerged from their awareness of the existence of gt after they received teaching treatment from a translator lecturer using a teaching strategy of comparing gt and mt. furthermore, they also added that gt is needed in case of situations that arise such as looking for a jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 186 quick solution for the sudden translation work (li; 2014). after all, they also had to make quick edits. thus, they found that comparing gt and mt during the learning session was very beneficial in terms of the quality of their translation. several strategies were carried out by students before doing mt. before comparing gt and mt, they were provided with translation skills such as translation procedures and translation techniques. molina and albir and nida in mujad didien afandi (2021) proposed eighteen techniques that a translator can use to translate a source language to a target language. the translation techniques are as follows: (1) adaptation, (2) amplification, (3) borrowing, (4) calque, (5) compensation, (6) description, (7) discursive creation, (8) established equivalent, (9) generalization, (10) linguistic amplification, (11) linguistic compression, (12) literal translation, (13) modulation, (14) particularization, (15) reduction, (16) substitution, (17) transposition, and (18) variation. this is very important because a technique like this can lead them to gain mt competency by transferring messages from sl to tl instead of doing the literal or word-for-word translation. next, they used that knowledge to perform mt starting by reading the entire text, finding the equivalent of certain words such as idioms, expressions, proverbs, and other culturally containing words, transferring messages from sl to tl, and editing the entire translated text. during the translation process, occasionally students checked the gt just to make sure. the editing process can be repeated until they are sure that the translation reaches can. the mt required a lot of time, effort, and hard thinking compared to the gt. one of the students' translation work shows that all students in the translation class used their knowledge to continue the translation. in fact, they used molina & albier's translation techniques such as modulation, reduction, particularization, generalization, and amplification. so, the result is natural and easy to read compared to gt translation. it is also closed for good translation because a good translation does not translate words and sentences but transfers messages from sl to tl. however, the word-for-word translation is not always bad. this is possible to implement as long as equivalence is available in tl (newmark in mujad didien afandi, 2021). on the other hand, gt's translation is more rigid and verbatim. sometimes, it can't be read. the following table (table 2) contains excerpts from english-indonesian student translations of words found in folklore when compared to those translated by gt. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 187 students choose several strategies for translating folk tales that contain several word expressions and idioms. the strategy can be in the form of a translation technique that they received previously such as the translation technique of molina & albier in mujad didien afandi (2021), for example students use adaptation and they look for the equivalent of word expressions in english as tl. adaptation techniques tend to be cultural equivalence and also mean cultural substitution. besides, if they don't compare their translation with gt, they won't get the translation like in the table. thus, knowledge of translation techniques with a comparison between gt and mt has been combined into one. in this case, gt cannot capture what is meant by human expression. from the interviews with the students it was revealed that they actually found doubts about gt in terms of translating literary texts, especially indonesian-english translations. it makes sense because they are not native english speakers, so they are concerned that their translation work cannot meet can. they will come across many references before being sure that their translation is legible, accurate, and natural. some references can be printed dictionaries, online dictionaries, and native english speakers. in the translation class, all students are required to have a native online correspondent where they can ask any translation problems related to the naturalness, clarity and accuracy of words and phrases. students will use many references to make sure that their translation results are correct, accurate, and not ambiguous. technique number one shows that all students apply the molina & albier technique in every translation. technique number two is almost certainly always applied in every translation of expressions, idioms, and other literary texts. none of the students took technique number three because, at the time of the interview, they explained that they aspired to be a reliable translator so they avoided using 100% gt. conclusions in the translation course, the lecturer applies the mat and mt analysis strategy because this strategy is very effective in boosting students' translation skills so that the translation results are accurate and not ambiguous. the strategy was given during the translation course in addition to the provision of special translation techniques. from a student perspective, the mat and mt analyses are very positive. they feel helped by the strategy because of the results of their translation. meanwhile, the techniques implemented by students in translating were the molina & albier translation technique jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 188 followed by mat and mt analysis. from all the descriptions above, it is highly recommended for anyone who teaches translation courses to apply mat and mt analysis for better translation results. references afandi, mujad didin, et al., (2021). analysis of translation techniques in the english subtitle of the movie "ketika cinta bertasbih”. exposure: jurnal pendidikan bahasa inggris volume 10 (2) page 358-380. https://journal.unismuh.ac.id/index.php/exposure case, m. (2015). machine translation and the disruption of foreign language learning activities. e-learning papers. 45, 4-16. retrieved february 10 2019 from mttp://www.diva-portal.org/smash/get/diva2:874792/fulltext01.pdf creswell, j. w. (2012). educational research planning, conducting, and evaluating quantitative and qualitative research. boston: pearson education, inc. https://www.researchgate.net/publication/324451568 giammaresi, s., et al. (2016). computer science and translation: natural languages and machine translation. in y. gambier & l. van doorslaer (eds.), border crossings: translation studies and other disciplines (pp. 205–224). amsterdam: john benjamins. hartono, r. (2015). teaching translation through the interactive web. language circle: journal of language and literature vol. ix/2 april li, h., et al. (2014). comparison of google translation with human translation. the university of memphis, institute for intelligent systems, memphis, usa {hli5; graesser; zcai}@memphis.edu pym, a. (2011). what technology does translate? the international journal for translation and interpreting. spain. sapta, afaf astri, et al. (2017). translation strategies applied by the fifth-semester students of english education study program in translating english written texts into indonesian langauge. jeet: journal of english education and teaching (jeet). volume 4 number 1, page 102-114 shilov, k.t. (2019). ethical issues regarding the machine-assisted translation of literary texts. perspective. routledge. finland williams, j. (2013). theories of translation. new york, ny: palgrave macmillan. https://journal.unismuh.ac.id/index.php/exposure https://journal.unismuh.ac.id/index.php/exposure https://journal.unismuh.ac.id/index.php/exposure http://www.diva-portal.org/smash/get/diva2:874792/fulltext01.pdf http://www.diva-portal.org/smash/get/diva2:874792/fulltext01.pdf http://www.diva-portal.org/smash/get/diva2:874792/fulltext01.pdf https://www.researchgate.net/publication/324451568 https://www.researchgate.net/publication/324451568 https://www.researchgate.net/publication/324451568 https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 received accepted published december 2020 february 2021 february 2021 english material: need analysis on secretary students annisa nur fatimah anisa.nurfa@gmail.com polytechnic 0f pratama mulia abstract this study is aimed to analyze the secretary students’ need through english material and describe kinds of english material for the secretary students. this study was descriptive analytic. the data were obtained from distributing questionnaire to the secretary students and conducting interview to the secretary students, collaborator, chief of study program of secretary and stakeholder. the data were identified in three aspects, present situation, target situation and learning situation. the data are analyzed through descriptive statistic. the results of the study are the students need on specific materials which are more relevant with their field, and more applicable in workplace. keywords: need analysis, secretary student, english material, english for specific purpose, esp. introduction english is one of the subject that becomes learning focus by students in each level including college. every level has its own goal in learning english. this study is to identify the secretary students’ need toward the english learning material. the learning goal of the secretary students is specified on the language use especially in workplace. regarding to the background, it is better for english lecturer to propose appropriate material with the learning purpose. learning material is one of the primary tool to deliver knowledge to learners in order to achieve the learning target. thus, each material presented in the teaching and learning should be able to adjust the learners need and want. appropriate material which is taught according to the learner’s need and want will has a big influence of the learning success in reaching the objective planned. furthermore, it will stimulate the learners to be more enthusiastic to include theirselves to learn the lesson since they aware that it will be beneficial in a workplace and it can answer what they need in the future. in this case, the relevant material that can fulfill the situation is english for specific purpose (esp). english for specific purpose is kind of material which is arranged and suited with the learning goal. the way to arrange and create the specific material is jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 87 through doing deep analysis of the learner’s need and want from some sources and parties, such as doing class observation, doing interview with learners, lecturer, chief of study program, stake holder, and also analyzing syllabus. the result of need analysis can be the basis to make an outline for proposing the materials. need analysis is directed mainly at the goals and content of a course. it examines what the learners know already and what they need to know. needs analysis makes sure that the course will contain relevant and useful things to learn [1]. creating effective learning needs an educator’s role to investigate the students; need and want, therefore an educator can design learning materials based on the need investigation result and teach them in the classroom. need analysis is the key to reach learning success [2]. furthermore, in the context of teaching english for secific purpose requires need analysis to map kind of materials needed which are synchronize with workplace context. considering the important of doing need analysis for an educator and its relevancy to the learning target, it initiated the researcher to do this study. the other side (asiyah, p.139, 2018) esp teachers/practitioners should be creative in conducting english programs for esp students. there are many programs that can be implemented for esp students besides english talent competition,they are video field trip, english learning day, english community, etc. this study is aimed to (1) analyze the secretary students’ need through english material; (2) describe kinds of english material for the secretary students. there are some various focuses on need analysis adapted from dudley-evans and st john (1998) that there are some aspects in analyzing students’ need especially to learning materials including present situation, target situation, and learning situation. the indicators of present situation are: first, student’s lack covers student’s english level. second, student’s want cover student’s ability and skill after completing the learning. third, personal information covers the student’s reason and hope in joining the english learning, the way of students’ learning implemented in the class, students’ perception toward material’s need, students’ attitude toward english teaching and learning, and learning resource [3]. the indicators of target situation are first the goal which will be achieved, learning material which should be achieved, and the relevancy between learning material taught with the need and want. while, the indicator of learning situation is learning topic and activity presented structurully [3]. file:///d:/jurnal%20pdp%202%20kirim%20ke%20edulingua.docx%23nat10 file:///d:/jurnal%20pdp%202%20kirim%20ke%20edulingua.docx%23alb13 file:///d:/jurnal%20pdp%202%20kirim%20ke%20edulingua.docx%23dud98 file:///d:/jurnal%20pdp%202%20kirim%20ke%20edulingua.docx%23dud98 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 88 method this study is descriptive analytic, the subject of the research is the fourth semester of secretary students of polytechnic of pratama mulia. data collection is achieved from interview and questionnaire. first is doing interview with english lecturer, secretary and public administration lecturer, chief of secretary department and alumni of secretary students as stakeholder. the questions is arranged semi structured in ordert to explore kind of learning materials that are needed by secretary students and applicable in a workplace. second is distributing questionnaire to the secretary students of polytechnic of pratama mulia, it is administered from fifteen respondents . the questionnaire items are arranged based on the theoretical constract of dudley-evans and st john (1998) which identify in three aspects including present situation, target situation and learning situation [3]. the data are presented in percentage, then they are described qualitatively to achieve comprehensible. data collection are validated through triangulation. triangulation refers to linked together given theoretical and methodological purpose and considers the implications of the linking process for the theory at hand [4]. in line with it, triangulation in research methodology can encompass a number of aspects, such as using multiple sources of data and examining multiple empirical settings [5]. findings and discussions a. interview result the interview result with the collaborator, he argued designing learning materials that are relevant with secretary field can produce effective learning in line with the learning objective proposed in syllabus, (interview result, march 8 th 2019). the interview results with the secretary lecturer, she mentioned that the purpose of secetary students learn english in credit is in order to have ability to communicate in english especially in workplace context, have english competence better and be more competitive, (interview result, march 8 th 2019). the interview result with the chief of the secretary department shows that the learning outcome of english subject in secretary department is the students are able to speak, read, listen and write in english intended in secretary and office administration context. according to her the english materials needed to be taught for secretary class are english telephoning, conversation (interview result, march, 8 th 2019). the learning target of english subject arranged by the secretary study program is the students are able to communicate in english especially in work context for example file:///d:/jurnal%20pdp%202%20kirim%20ke%20edulingua.docx%23dud98 file:///d:/jurnal%20pdp%202%20kirim%20ke%20edulingua.docx%23tur15 file:///d:/jurnal%20pdp%202%20kirim%20ke%20edulingua.docx%23sca00 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 89 greeting and serving guest, answering telephone, writing letter or message in english. hence, it becomes consideration that secretary students of polytechnic of pratama mulia puts english starts from first to fourth semester in the learning syllabus which the learning contents are integrated to the secretary field. in line with the explanation from the chief of secretary department, the secretary lecturer mentions that the goal of learning english for secretary students is so that the students can communicate in english especially in conducting their jobs at workplace. according to secretary lecturer, there are some skills that should be taught such as english communication in hospitality, doing and answering telephone to clients, public and relation, english correspondence, public speaking, bank, company, and export import, (interview result, march 5 th 2019). r : what are the goals of english subject for secretary students? lec : the students can master english well, since secretary and language especially english cannot be separated, because it is one of skills that is important to be mastered, for example when students work in hospitality sector, hopefully they can serve and communicate with foreigner. then, when they work in a company. hopefully they can do telephoning in english to client. r : what is the hope after the students join english class? lec : students can be more competitive, having english competence better. interview transcript, march 5 th 2019 r : what are kind of materials needed by secretary at workplace? lec : they are about secretary and office administration, public and relation, correspondence, public speaking, banking, company, export and import. interview transcript, march 5 th 2019 analysing kind of english materials for teaching secretary students are suited with the learning target in the curriculum proposed by the secretary study program and the objective of english learning for secretary class. according to the chief of secretary study program the learning target of teaching english for secretary program are the students have ability to speak, read, listen and write in english which is intended to speaking and writing related to public administration and work need. in addition, the result of interview with the chief of secretary study program explained the example of learning topics related to the learning target in the curriculum, there are some materials that can be putted in such as official trip and agenda, filling, jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 90 telephone handling, insurance, public speaking, customer service, and business communication. moreover, to justify the data that have been reached from interview result with the chief of secretary department and the secretary lecturer, there is also conducted interview with the alumni of secretary students as stakeholder to get deep information about what kind of skills and specific materials needed by secretary students, there are including communication in telephone, reception, preparing material presentation, writing email to client, agenda report, financial report, and writing letter. furthermore, to strengthen the data, the next interview is conducted with the collaborator, the result of the interview shows the appropriate materials that should be taught such as english for office and english for business including reception, telephone handling, writing email, and english correspondence. the data results above are in line with the research analysis conducted by albakrawi, (2013), english skills that should be taught in english for specific purpose (esp), there should be: a. listening exercises in which trainees practice listening to one person talking, as well as other exercises in which trainees practice listening to orders and instructions and then carry them out. b. teaching materials should include speaking exercises in which two persons have an informal conversation. other activities in which one person addresses more than one person should also be included. c. reading texts should include as exercises instructions, advertisements, articles, brochures, lists, tables, and notes. d. there should be writing exercises, writing lists instructions, writing notes, and applications [2]. from the data above, it shows that there are found some learning materials which are really identical and general skills that should be mastered by secretary students such doing conversation, dialogue or negotiation in english, as writing article, advertisement, speaking or presenting and reading tables, list, notes, and writing notes such agenda, document, applications, etc. the synchronous of the learning materials and the students’ need is reached from the process of need analysis. need analysis is the way to control the relevancy among learning need, learning target, learning materials, and learning outcome. b. questionnaire results questionnaires were distributed to the secretary students to identify the students’ need of english materials and strengthen the similar data achieved from interview. the items of questionnaire were adapted from the theoretical construct of dudley-evans and file:///d:/jurnal%20pdp%202%20kirim%20ke%20edulingua.docx%23alb13 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 91 st john (1998) that divides students’ need analysis of learning materials into three aspects including present situation, target situation, dan learning situation [3]. the indicators of presents situation are first students’ lack refers to students’ english level, second students’ want refers to students’ ability and skill to complete learning.third, personal information refers to the students’ reason and hope during joining english lesson, students’ perception toward specific material, learning topic related to secretary, duration of listening skill material, speaking activities which the students hope, and students’ writing skill after joining writing activity in the class. the indicators of target situation are learning objective which will be achieved, learning materials that should be reached, and relation between learning materials taught with students’ want and need. in other hand, the indicators of learning situation are quality of learning materials and activities provided in detail and structurully in the textbook. the data of each aspect above are described in the following. a. present situation 1. the first aspect is students’ lack, it refers to the students’ english level. the questionnaire shows that the students’ english ability in the class is basic and low intermediate, and no students who reach high intermediate and advance level. there are more than half of the students in the class on the level of basic english, while the rest one is on the level of low intermediate. the data is presented in table 4.1. table 1. students’ english level item percentage data description 1 0 (0%) advanced 0 (0%) upper intermediate 6 (37,5%) lower intermediate 10 (62,5%) basic 2. second aspect is students’ want. it refers to the students’ expectation after studying english in the campus. the skill which is the most wanted to be learnt is speaking including dialogue and monolog, followed by writing with correct grammar, appropriate vocabulary and punctuation, then followed by reading and listening. the data is presented in table 4.2. table 2. students’ expectation after studying english item data description 2 13 (81,3%) monolog in english file:///d:/jurnal%20pdp%202%20kirim%20ke%20edulingua.docx%23flo13 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 92 15 (93,8%) dialog in english 14 (87,5%) writing by using correct grammar and appropriate vocabulary, and punctuation. 13 (81,3%) understanding content of reading text 13 (81,3%) listening and understanding conversation. it is in line with the research result conducted by bansa and salien (2019), the research mentions that they considered speaking was the most important skill which did not concur with the units in the skkni for company service sector for office administration (2007) that includes oral communication, reading, and writing [6]. 3. third aspect is personal information. it refers to the students’ reasons and expectations in joining english class. all of the students in the class regard communication ability have to be mastered, that means speaking skill and more half of them emphasize on writing skill and 2% emphasizes on others. the data is presented in table 4.3. table 3. students’ reasons and expectations in joining english class item data description 3 16 (100%) communicate in english 11 (68,8%) writing text in english 2 (12,5%) others duration of listening material that the students regard. 56,3% students answer the choice item ‘1,5 to 2,5 minutes and 31, 3% students answer the choice item ‘2,5 – 3,5 minutes, then followed 6,3% students choose the choice ‘less than 1,5 minutes and more than 3,5 minutes. this choice is accordance with their listening ability. the data is presented in table 4.4. table 4. duration of listening material that the students regard item data description 9 a: 1 (6,3%) less than 1,5 minutes b: 9 (56,3%) 1,5-2,5 minutes c: 5 (31,3%) 2,5-3,5 minutes d: 1 (6,3%) more than 3,5 minutes kind of materials that are expected by the students to be learnt. the data of english materials which are expcted by the secretary students are presented in table 4.5. table 5. kind of materials that are expected by the students indicator item percentage description the skills achieved after learning or 15 a:8 (50%) memo file:///d:/jurnal%20pdp%202%20kirim%20ke%20edulingua.docx%23ban19 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 93 conducting writing activity. b:9 (56%) email c:12 (75%) letter d:10 (63%) official travel of agenda report e:10 (63%) curriculum vitae f:11 (69%) application letter according to the questionnaire data above, it shows there are some materials that should be mastered by secretary students since those are applicable and basically become job description in workplace such as writing letter, arranging agenda and official work trip, writing application letter, email and memo. the data achieved from questionnaire and the interview with the secratry lecturer shows the similar information related the topic materials that should be taught to secretary students. the result of the secretary lecturer interview explains about some materials needed by secretary students at workplace in the future, those are public administration, public relation, corrrespondence, public speaking, banking, company and export import, (transcript of interview, march, 5 th 2019). students’ need toward learning module the data of the need of the secretary students toward learning module is presented in table 4.6. table 6. students’ need toward learning module indicator item percentage description source of learning 17 a:6 (38%) learning module (buku pegangan kuliah) and lecture’s explanation b:10 (63%) learning module (buku pegangan kuliah), lecture’s explanation, and other references. c:0 (0%) others according to the analysis result on the present situation aspects, first is students’ lack, it shows that the english level of most of the secretary students of fourth semester are still in basic level. it is indicated from the result of questionnaire, 62%, more than half of the students responded the statement ‘kesulitan berkomunikasi dalam bahasa inggris pada berbagai topic percakapan, memiliki kosakata yang sedikit sehingga kesulitan untuk menerapkannya dalam komunikasi, menulis teks berbahasa inggris dengan banyak kesalahan tata bahasa dan penggunaan kosakata yang kurang sesuai dengan konteks’ (‘having difficulty to communicate in english for various topic of conversation, having limited vocabularies’), those facts take effect on their difficulty to implement english in jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 94 real communication, writing english text with many grammar errors and inappropriate vocabularies based on the context. while the students’ perception toward learning material’s need, there are 87,5% students argue that ‘....sangat memerlukan materi kosakata yang berhubungan dengan jurusan sekretari’ (they need learning vocaburies related to secretary field. 81,3% students responded the statement ‘.... memerlukan penyajian topic materi yang berkaitan dengan dunia sekretari dan administrasi perkantoran dalam bpk (buku pegangan kuliah)’, it means more than half of the students need topic materials related to secretary and public administration in the learning module. the secretary students’ need toward the four english skills belongs to high, including listening, speaking, reading and writing. regarding the result of questionnaire, there are mentioned the specific abilities that should be mastered by the secretary students for each skill. in listening lesson, 56,3% sudents responded the statement ‘....memahami makna dan informasi rinci yang tersurat dalam audio yang didengar’, it means that more than half of the students expect to have ability for guessing words and understanding meaning, specific information, and giving appropriate response based on the audio played. while the duration of the audio or video for listening materials that the secretary students’ need are presented in the following diagram. secretary students' need toward listening material guessing word, and understanding meaning based on audio played. (56,3%) understanding meaning of speaker's dialogue and monologue. (50%) understanding explicite reference inforrmation in the audio. (56,3%) understanding implicite reference information in the audio. (43,8%) giving appropriate response according to the audio played. (56,3%) et cetera (0%) jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 95 then, 62,5% of students in the class respond option b and c of the questionnaire, there are mentioned kind of speaking activities that the students’ want are role play, followed by conversation, monolog, dialog, speech and the last is presentation. in reading lesson, 68,8 % students responded ‘menginginkan mampu menunjukkan gagasan utama suatu teks’, that means more than half them expect to have ability for mentioning the purpose of the text, and text reference. in other case, related to learning model, most of the students 62,5% tend to prefer learning in group. in addition, the lengths of the reading text material wanted by the secretary students are presented in the following diagram. duration of listening materials less than 1,5 minutes (6,3%) 1,5 2,5 minutes (56,3%) 2,5 3,5 minutes (31,3%) more than 3,5 menit (6,3%) jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 96 in writing activity, the students expect that they are able to use correct grammar, vocabularies and punctuation in their wriitng. the students’ intention joining english class are 75%, they want to have ability in writing letter in english, curriculum vitae, work journey and agenda, and application letter in english, writing email, and memo in english. to make clearer, the following is presented the diagram of abilities that the secretary students achieved after conducting writing activities. length of reading text material kurang dari 350 kata (18,8%) 350-450 kata (62,5%) 450-550 kata (18,8%) lebih dari 550 kata (0%) students' ability after conducting writing activities letter (75%) application letter (69%) report of agenda (63%) official trip report (63%) email (56%) memo (50%) et cetera (6,3%) jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 97 b. target situation target of learning english the data of the secretary students’ target to learning english are presented in table 4.7. table 7 target of learning english of secretary students aspect indicator item percentage description target situation the objective which will be achieved 19 a: 10 (63%) doing communication in english in the context of daily life. b:11 (69%) doing communication in english in the context of workplace. c:10 (63%) having better english ability so it can be implemented in workplace. d. 9 (56%) english ability improves so they can work in multinational company. the target of english learning for secretary students are doing english communication in workplace context, having better english skill to apply it in workplace area, having english skill as requirement to find job, having better english skill to find a job in multinational company, and doing communication in daily life. learning materials the data of kinds of learning materials needed by secretary students are presented in the following table. table 8 learning materials needed by secretary students aspect indicator item percentage description learning materials materials that should be achieved. 20 a: 14 (88%) telephone handling b:9 (56%) making report of a chief’s activities. c:8 (50%) arranging schedule of official travelling report. d: 7 (44%) public and relation e:16 (100%) public speaking f:8 (50%) business communication g:12 (75%) customer service h:4 (25%) insurance i:5 (31%) understanding office equipments and tools’ name, function, and their operation. j:5 (31%) making sales report jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 98 k:5 (31%) mentioning location of someone / things in workplace. l:7 (44%) writing letter m:0 (0%) others kinds of topic materials that the students expect including telephone handling, arranging chief agenda, arranging work journey, public and relation, public speaking, business communication, customer service, insurance, understanding of vocabularies of tools in workplace and their function, arranging order report, mentioning location especially in a workplace, and the last is writing letter. it is in line with the research result conducted by bansa and salien (2019), there mentions that english is the most important and supporting item in secretary profession, in fact they mentioned had given material related to secretarial profession in class however they never obtained material about writing and reading basic reports, email, fax, letters and learning materials needed public speaking (100%) telephone handling (88%) customer service (75%) arranging repoft of agenda (56%) arranging schedule of official trip (50%) public relation (44%) writing letter (44%) understanding official tool's terms, their fuction and operation (31%) arranging order report (31%) mentioning location in a workplace (31%) insurance (25%) others (0%) jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 99 making diagram. secretary is a profession who face report, letter and email every day. the competencies about writing and reading should be having by them, beside every kind of job routine or not routine. communicating english via telephone is required abilities of secretary, its skill which is needed to make relation or serving guest by communication [6]. c. learning situation the data of the learning material quality in the textbook, topic material and learning activities provided in detailes and structured in the textbook (buku pegangan kuliah) is presented in the following table. table 9 quality of learning materials, topic material and learning activities in the textbook. aspect indicator item pecentage data learning situation learning materials’ quality in the textbook, topic materials and learning activities provided in detailed and structured in the textbook. 22 3 (18,8%) yes 13 (81,3%) no the data in the table above above show that most of the students in the class, 81,3%, need learning topic and activities to improve their skills of secretary and public administration that are structurally presented in the work field. the data shows that secretary students of polytechnic of pratama mulia need english learning module which is provided learning topic and materials connected with their field. conclusions need analysis is one of the teaching and learning components which is important to support learning success. it investigates to relate between what kinds of learning materials that the students need and the learning outcome. designing english learning materials should be suited with the students’ field such secretary students. secretary students should achieve materials that are applicable and beneficial at workplace in the future. there are some learning topics that are appropriate for secretary students according to the result of analysis on this paper including public speaking, telephone handling, customer service, report of agenda, schedule of official trip, public relation, writing letter, email and memo, official tools, their function and operation, order report, mentioning location in workplace, insurance, and public speaking can be in form of presentation, and business english conversation. file:///d:/jurnal%20pdp%202%20kirim%20ke%20edulingua.docx%23ban19 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 100 references albakrawi, m., theeb., hussein . (2013). needs analysis of the english language secondary hotel students in jordan. international journal of english language teaching, vol 1, no (1). p. 13. asiyah, siti. (2018). exploring esp students’ english skills by “english talent competition. journal of applied language and linguistics, vol. 2 no (2) 2018, p. 139. bansa and salien. (2019). a need analysis of applying an english for secretary administration skill and one year program in indonesia education institute. english language teaching journal. vol 4, no. (2). p. 63. dudley-evans, t., and st. john m.j., (1998). developments in english for specific purposes. cambridge : cambridge university press. nation and macalister. (2010). language curriculum design. newyork & london: routledge. scandura, a, terry, williams, a, ethlyn. (2020). research methodology in management: current practices, trends, and implications for future research. academic of management journal, vol. 43, no. 5, p.1248-1264. turnel and cardinal, (2015). research design for mixed methods: a triangulation-based framework and roadmap. the 75th annual meeting of the academy of management and the 35th annual international conference of the strategic management society. journal of english department of galuh university/vol. 00 no. 00: 1-18 https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 received accepted published august 2020 september 2020 september 2020 optimizing well (web-enhanced language learning) in teaching reading avita tri rahayu avitatrirahayu13@gmail.com english education program fkip galuh university lilies youlia friatin lilies.youlia@yahoo.co.id english education program fkip galuh university a.m surachmat surachmat08@gmail.com english education program fkip galuh university abstract this study investigated on optimizing well (web-enhanced language learning) in teaching reading at the tenth grade of a vocational high school in cilacap. the purposes of the study were to investigate the teacher’s steps in optimizing well (web-enhanced language learning) in teaching reading and to figure out the students’ responses on optimizing well (web-enhanced language learning) in teaching reading. in this regard, a case study was applied as a research design in this study. using purposive sample technique, the participants were an english teacher and twenty students at the tenth grade of a vocational high school in cilacap. three instruments that were used are the observation, the interview, and the questionnaire. the findings indicated that there are thirteen steps of optimizing well which were used by the teacher in teaching reading to the students. the findings also indicated that the students gave their positive responses on optimizing well (web-enhanced language learning) in teaching reading to vocational school students. key words: well (web-enhanced language learning), teaching reading, vocational high school introduction as one of subjects included in the national curriculum, english language must be taught at junior and senior high school students as well as at university. the main objective of efl jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 14 teaching and learning in indonesia is to develop four language skills, namely listening, speaking, reading, and writing. in this case, the students of vocational high school are focused on mastering these four language skills in the process of teaching and learning english (wachyu & rukmini, 2015, p. 61). moreover, the students should develop and master these four language skills, so they can use english actively and passively. besides, the students can meet the goal of english learning by mastering these four language skills. reading is one of important skills that must be mastered by the students in learning english. in this case, hedgcock and ferris (2009, p. 15) define “reading means reconstructing a reasonable spoken message from a printed text, and making meaning responses to the reconstructed message to the spoken message.” it means that reading is a process of understanding written texts, interpreting its meaning, and using them based on the purpose of the readers. reading is a very important skill for students to obtain knowledge and information from the text, because by reading, readers gain a lot of useful information and knowledge from the text. therefore, the students are expected to master reading skill in order to understand the meaning of the text. to investigate the students’ reading skill, the writer conducted a preliminary study on at the tenth grade of a vocational high school in cilacap. as a fact, some students get difficulties in interacting with the texts given by their teachers in the classroom. it is supported by therrien, gormley, and kubina (2006, p. 22) who claim “many students have difficulties with reading fluency or active text comprehension, or both.” in addition, the students often feel boring to join in reading class because the texts and the materials are not interesting since the teacher never uses online web-based materials. the application of web-based materials and online courses is not yet commonplace in efl classrooms due to inadequate number of pcs, lack of high speed internet, lack of administrative support (khalili, 2015, p. 243). to overcome these difficulties, the teacher should use technology by means of computer which integrates with online web-based materials in teaching reading. likewise, when students encounter learning difficulties, they may seek help through learning technologies, such as computers, learning websites, etc. (wang & liao, 2017, p. 2). computers can be useful tools for english language instruction. the writer argues that computers should be used for language instruction. therefore, the writer investigates the use of call (computerassisted language learning). zhang and wang (2017, p. 25) state that “the popularization of jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 15 computer in various fields of society is also promoting the application of call in language listening, speaking, reading and writing.” there are several varieties of call which can be applied by the teacher in the classroom including cai, cal, cali, calt, cat, cbt, cmc, mi, icall, tell, well, etc. (beatty, 2010, p. 58). however, this study is focused on optimizing well (webenhanced language learning) in teaching reading. web enhanced language learning (well) is an example of web-based call that aims to raise people awareness about the use of web in language teaching of high education (manda, 2017, p. 3). in this study, well (web-enhanced language learning) is a process implemented in teaching reading. therefore, the writer chooses well (web-enhanced language learning) because of some considerations. firstly, the writer thinks that it is appropriate to be applied in solving the students’ difficulties in learning reading and it can improve their reading skill. secondly, the writer thinks that it can energize the students’ motivation to be interested in reading texts because they can interact with computer by means of online web-based materials at the classroom. likewise, computers have become so widespread in universities, schools and homes, and their use have expanded so dramatically in a way that motivates some language teachers to use call in their classes (al-nafisah, 2015, p. 79). lastly, the writer thinks that it can improve the student’s interaction in the process of teaching and learning reading. similarly, web-based learning teaching process is considered more interactive than paper based one (manda, 2017, p. 3). supporting this current research, previous studies have consistently documented about well (web-enhanced language learning) in teaching reading, for example, altıncı and mohammadzadeh (2018) wrote a journal entitled “research into the effects of an icall program on teaching word classes to learners of english.” zhang and wang (2017) wrote a journal entitled “the effects of the call model on college english reading teaching.” wang and liao (2017) also wrote a journal entitled “learning performance enhancement using computer-assisted language learning by collaborative learning groups.” the findings indicated that the use of the use of call (computer-assisted language learning) improved reading activities, reading performance, learning interest and attitude, and reading skill. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 16 similar with them, this present study also investigates the use of using call (computer-assisted language learning) in teaching reading. however, they do not focus their studies on one of varieties in call (computer-assisted language learning). therefore, this present study focuses on well (web-enhanced language learning). besides, they do not use a case study in conducting their research because they use experimental study, comparative experimental study, and true experimental study. therefore, a case study is used in conducting this present study. well (web-enhanced language learning) well (web-enhanced language learning) refers to call that focuses on the www as the medium for instruction (beatty, 2010, p. 58). web-enhanced language learning (well) was coined to refer to the internet as a medium for instruction (jarvis & achilleos, 2013, p. 2). web-based learning teaching process is considered more interactive than paper based one (manda, 2017, p. 3). web enhanced language learning (well) is an example of web-based call that aims to raise people awareness about the use of web in language teaching of high education (manda, 2017, p. 3). web-based tool was still rated as the most helpful of all eight tools investigated for increasing the students’ personal proficiency and for increasing their teaching readiness (howard & scott, 2017, p. 58). from the explanations, it can be summarized that well (web-enhanced language learning) refers to call that focuses on the www as the medium for instruction. it is used because of having more interactive than paper based one, raising students’ awareness about the use of web in language teaching of high education, and increasing the students’ personal proficiency and for increasing their teaching readiness. therefore, it is expected that optimizing well (web-enhanced language learning) in teaching reading can improve the student’s reading skill and ability. reading in efl teaching the general goal of english learning is to develop four language skills that are listening, speaking, reading, and writing skills. reading is one of the language skills that should be mastered and developed by the students in the classroom. hedgcock and ferris (2009, p. 15) define that “reading means reconstructing a reasonable spoken message from a printed text, and making meaning responses to the reconstructed message to the spoken message.” it means jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 17 that reading is a process of understanding written texts, interpreting its message, and using them based on the purpose of the readers. reading is a psycholinguistic process in which a reader uses a variety of skills to infer the writer’s intended meaning and the reader's repertoire includes knowledge of phonics, linguistic skills, knowledge about the surrounding world, and problem-solving strategies (tecnam, 2013, p. 19). sprat, pulverness, and wiliams (2005, p. 21) define “reading is a receptive skill that involves responding to the text, rather than producing it.” it means that reading is a receptive process of inferring the meaning and using strategies to improve knowledge and linguistic skills of written text to interact with the texts. method a case study was used by the writers because it explored and observed the detailed case of language teaching and learning of reading by optimizing well (web-enhanced language learning). furthermore, phakiti (2014, p. 59) states that “case studies allow researchers to explore and observe an individual’s language learning without intervening.” purposive sample technique was used to select the participants in this study. matsumoto and vijver (2011, p. 130) also add that “as with the case study approach, sampling of study participants will typically be purposive.” therefore, the writer selected an english teacher and 20 students at class x-b as the participants. the writers administered three instruments in form of the observation, the interview, and the questionnaire. in conducting observation, the writer observed the teaching and learning activity in the class by using videotaping for three meetings. the observation was carried out for 3 meetings which were on january 24th, february 7th, and february 14th, 2019. in conducting the interview, the english teacher was interviewed by using five questions which were adapted and edited from rodríguez (2017, p. 118). at the same time, all the interview conversation was recorded. the interview was carried out on february 14th, 2019. after that, the questionnaires were also distributed to the students. in filling out the questionnaire, the students should respond the questions by marking checklist [√] in the responses column that consisted of two responses, namely “yes” and “no” based on their opinion regarding to optimizing well (web-enhanced language learning) in teaching reading. the questionnaires consisted of 15 (fifteen) questions which were adapted and edited from saka (2014, p. 280). furthermore, the questionnaire was carried out on february 14th, 2019. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 18 the writers used qualitative data analysis which was adapted from miles and huberman (1994), cited in phakiti (2014, p. 154-155) to analyze the data that consisted of three main components: data reduction; data display, and drawing and verifying conclusions. findings and discussions after collecting the data from the observation, the interview, and the questionnaire, the writers conducted the analysis of each instrument that was described as follows: well (web-enhanced language learning) in teaching reading the first research question that the writers formulated was as follows: “how does the teacher optimize well (web-enhanced language learning) in teaching reading?” as stated in previous chapter, the results of the observation from the first to the third meetings were triangulated with the results of the interview on the first question to answer the first research question. the results of data analysis were aimed to investigate the teacher’s steps in optimizing well (web-enhanced language learning) in teaching reading. to conclude, the results of the observation had been analyzed and correlated with the results of the interview from the first question to answer the first research question. the findings showed that there are thirteen steps of optimizing well which were used by the teacher in teaching reading to the students. the steps were explained as follows. the first step, the students were introduced about the definition of website. the second step, the teacher also explained the advantages of using website in learning reading to the students. in this case, the use of well (web-enhanced language learning) can make the interactive reading process because the students do not depend only on paper based in reading the materials. the third step, the steps of using well (web-enhanced language learning) were also explained to the students. in this case, the teacher explained about using website from www resources. furthermore, the students were guided to search texts by using google chrome, mozilla, or other software browser. the fourth step, the students were asked to search materials about narrative texts from the website. similarly, the web gives access to what seems to be an infinite source of information: teachers and students alike can browse through a wide variety of websites in the target language meant for users in the target culture, where images, video, and audio documents accompany the written text (donaldson & haggstrom, 2006, p. 96). moreover, the website was used to search texts because teachers and students could browse a wide variety of texts. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 19 the fifth step, the students were asked to make a group of four students. then, the teacher guided them to follow the teacher’s instructions. likewise, one of techniques that can be taken into consideration to overcome reading difficulties is guided reading (nation, 2009, p. 3). guided reading leads the students to understand that reading is a process of actively constructing the author's intended meaning and allows teachers to support students while they are reading. after the students grouped, the teacher asked them to search one of narrative texts derived from website. next, they should also read and discuss the content of the texts. the sixth step, the teacher also implemented independent reading technique. in implementing independent reading technique, the students were asked to search narrative texts by themselves in-group from website of www.freeenglishcourse.info. then, they should also read and discuss the content on the texts. likewise, in independent reading, the learner chooses a book to read and quietly gets on with reading it. during this quiet period of class time, the teacher may also read or may use the time as an opportunity for individual learners to come up to read to the teacher (nation, 2009, p. 5). the seventh step, the students were also asked to analyze the information of the texts. it was implemented through cooperative learning instruction. the cooperative learning instruction allows students to learn while being engaged in the learning process with other students (alliance for excellent education, 2004, p. 4). in implementing cooperative learning instruction, the teacher asked the students to analyze the information of the texts they choose including the theme, the characters, the characterization, the setting, the ending, and the moral values. it was done for ten minutes for the students to do the task. the eighth step, the students were also asked to present and discuss their task in group to the other groups. it was done in front of the class by using directed response/questioning. in directed response/questioning, treatment description related to dialectic or socratic teaching, the teacher directing students to ask questions, the teacher and student or students engaging in reciprocal dialogue (cain & oakhill, 2007, p. 180). after presenting and discussing their task, the students should also let the other groups to ask questions relating to the topics. moreover, the students should answer the other groups’ questions. the ninth step, the first group students were asked to come forward and present their discussion of the text by implementing small-group instruction. statements in the treatment description are about instruction in a small group, and/or verbal interaction occurring in a jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 20 small group with students and/or teacher (cain & oakhill, 2007, p. 180). the tenth step, the other groups were asked to ask questions relating to the first group’s discussion by implementing question generating. question generating is students are taught to create (and then answer) their own questions about information in a text (alliance for excellent education, 2004, p. 5). after the other groups delivered the questions, the first group was also asked to answer the questions. the eleventh step, the second group students were also asked to come forward and present their discussion of the text by implementing small-group instruction. statements in the treatment description are about instruction in a small group, and/or verbal interaction occurring in a small group with students and/or teacher (cain & oakhill, 2007, p. 180). the twelfth step, the other groups were asked to ask questions relating to the second group’s discussion by implementing question generating. question generating is students are taught to create (and then answer) their own questions about information in a text (alliance for excellent education, 2004, p. 5). after the other groups delivered the questions, the second group was also asked to answer the questions. the last step, the teacher reviewed and summarized the materials that have been taught to the students. it was implemented to remind the students about the material learned. in line with this, summarization instruction requires students to identify the most important information in a text and eliminate redundant and unnecessary details. it also requires that students read and re-read text, which promotes greater comprehension. it is a widely used strategy, and research shows that it is enables students to be independent learners (alliance for excellent education, 2004, p. 5). the students’ responses on optimizing well (web-enhanced language learning) in teaching reading the second research question that the writers formulated was as follows: “how do the students respond on optimizing well (web-enhanced language learning) in teaching reading?” as stated in previous chapter, the results of the questionnaire were triangulated with the results of the interview on the second to the fifth questions to answer the second research question. the results of data analysis were aimed to figure out the students’ responses on optimizing well (web-enhanced language learning) in teaching reading. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 21 having analyzed the questionnaire from the first to the fifteenth questions, the writers also classified the students’ answers into table 1. table 1 the questionnaire’s results no question answers (%) yes no 1. does reading by optimizing well broaden students’ perspectives for the events they have never experienced before? 100 0 2. does reading by optimizing well provide students with a better understanding for different behavior? 100 0 3. does reading by optimizing well enable students to see the events from different perspectives? 100 0 4. does reading by optimizing well make students develop empathy with the people in different situations? 85 15 5. does reading by optimizing well enable students to think about the reasons rather than the result? 65 35 6. does reading by optimizing well show students different life styles? 90 10 7. does reading by optimizing well increase students’ understanding about the personal relations? 70 30 8. does reading by optimizing well provide students with a comparison between his/ her own culture and other cultures? 90 10 9. does reading by optimizing well teach students ethical and moral values of other cultures? 85 15 10. does reading by optimizing well increase students’ wish to read more? 95 5 11. does reading by optimizing well increase students’ appreciation for literature? 90 10 12. does reading by optimizing well make students more tolerant? 80 20 13. does reading by optimizing well improve students’ motivation in learning reading? 100 0 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 22 14. does reading by optimizing well improve students’ confidence in learning reading? 100 0 15. does reading by optimizing well improve students’ interest in learning reading? 95 5 from the table 1, it could be described that the students gave their positive perceptions on optimizing well (web-enhanced language learning) in teaching reading. the students perceived that reading by optimizing well broaden their perspectives for the events they have never experienced before (20 students or 100%). besides, they perceived that reading by optimizing well provides them with a better understanding for different behavior (20 students or 100%), enable them to see the events from different perspectives (20 students or 100%), and make them develop empathy with the people in different situations (17 students or 85%). meanwhile, they perceived that reading by optimizing well enable them to think about the reasons rather than the result (13 students or 65%), show them different life styles (18 students or 90%), and increase their understanding about the personal relations (14 students or 70%). moreover, they perceived that reading by optimizing well provide them with a comparison between his/ her own culture and other cultures (18 students or 90%) and reading by optimizing well teach them ethical and moral values of other cultures (17 students or 85%). furthermore, they perceived that reading by optimizing well increase their wish to read more (19 students or 95%), increase their appreciation for literature (18 students or 90%), and make them more tolerant (16 students or 80%). in addition, they also perceived that reading by optimizing well improve their motivation (20 students or 100%), confidence (20 students or 100%), and interest in learning reading (19 students or 95%). to conclude, the results of the questionnaire from the first to the fifteenth questions had been analyzed and correlated with the results of the interview from the second and the fifth questions to answer the third research question. the findings showed that the students gave their positive responses on optimizing well (web-enhanced language learning) in teaching reading to vocational school students. they perceived reading by optimizing well broaden their perspectives for the events they have never experienced before. besides, it provides them with a better understanding for different behavior, enable them to see the events jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 23 from different perspectives, and make them develop empathy with the people in different situations. meanwhile, it enables them to think about the reasons rather than the result, show them different life styles, and increase their understanding about the personal relations. moreover, it provides them with a comparison between his/ her own culture and other cultures and reading by optimizing well teach them ethical and moral values of other cultures. furthermore, it increases their wish to read more, increase their appreciation for literature, and make them more tolerant. in addition, it improves their motivation, confidence, and interest in learning reading. similarly, the results of a study conducted by zhang and wang (2017, p. 32) state that “the call model plays positive roles in improving college students’ english reading performance and changing their learning interest and attitude.” to check the trueness of the students’ responses, the teacher also confirmed the use of well process in teaching reading brings some advantages such as increasing students’ motivation, giving the opportunity to the students to interact in a variety of skills, reducing anxiety in learning reading, overcoming students’ boredom and stress to be more confident in learning reading, building the students’ critical thinking, and improving students' skills in reading. therefore, the teacher has optimized the well process in teaching reading in the classroom. likewise, beatty (2010, p. 58) points out that “well (web-enhanced language learning) refers to call that focuses on the www as the medium for instruction.” however, the teacher also faced several difficulties in teaching read by optimizing the well process because it has debatable software and lacks of computer knowledge. likewise, the use of call also brings some disadvantages because of technical problems, such as teachers’ or students’ lack of computer knowledge, can limit the learning process (vahdat & eidipour, 2016, p. 1610). therefore, several strategies were done by the teacher to overcome the difficulties in teaching reading by optimizing well such as making sure that the number of computer was equal with the number of students, ensuring the internet network and the quality of the source must be suitable, available, and feasible to use, and increasing the ability to use computers and the internet. as stated before that there is technical problems in using call, such as teachers’ or students’ lack of computer knowledge, can limit the learning process (vahdat & eidipour, 2016, p. 1610). jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 24 discussion this research has investigated about the use of call (computer-assisted language learning) in learning reading to vocational school students. in this case, the results of the observation and the interview from the first question showed that there are thirteen steps of optimizing well which were used by the teacher in teaching reading to the students. the first step, the students were introduced about the definition of website. the second step, the teacher also explained the advantages of using website in learning reading to the students. the third step, the steps of using well (web-enhanced language learning) were also explained to the students. the fourth step, the students were asked to search materials about narrative texts from the website. the fifth step, the students were asked to make a group of four students. the sixth step, the teacher also implemented independent reading technique. the seventh step, the students were also asked to analyze the information of the texts. the eighth step, the students were also asked to present and discuss their task in-group to the other groups. the ninth step, the first group students were asked to come forward and present their discussion of the text by implementing small-group instruction. the tenth step, the other groups were asked to ask questions relating to the first group’s discussion by implementing question generating. the twelfth step, the other groups were asked to ask questions relating to the second group’s discussion by implementing question generating. the last step, the teacher reviewed and summarized the materials that have been taught to the students. meanwhile, the results of the questionnaires from the first to the fifteenth questions and the interview from the second to the fifth question showed that the students gave their positive responses on optimizing well (web-enhanced language learning) in teaching reading to vocational school students. they perceived reading by optimizing well broaden their perspectives for the events they have never experienced before. furthermore, it increases their wish to read more, increase their appreciation for literature, and make them more tolerant. in addition, it improves their motivation, confidence, and interest in learning reading. to check the trueness of the students’ responses, the teacher also confirmed the use of well process in teaching reading brings some advantages. to support the findings, previous studies have consistently documented the use of call (computer-assisted language learning) in learning reading. this present study was also supported by the previous study carried out by altıncı and mohammadzadeh (2018) who jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 25 found that the reading activities with call system had positive effects on students’ word classes learning and their attitudes toward the intelligent computer-assisted language learning tool. in line with the previous study carried out by altıncı and mohammadzadeh (2018), the findings of this present research also indicated that the use of well process in teaching reading brings some advantages such as increasing students’ motivation, building the students’ critical thinking, and improving students' skills in reading. however, the previous study focused on using icall program in learning word classes to 38 b1 level students at foundation english school of girne american university (gau). meanwhile, this present research focused on using well (web-enhanced language learning) in teaching reading to 20 students at the tenth grade of a vocational high school in cilacap. besides that, the previous study used an experimental study, while this present research used a case study. this present study was also enriched by the previous study carried out by zhang and wang (2017) who found that call model plays positive roles in improving college students’ english reading performance and changing their learning interest and attitude. similar with the previous study carried out by zhang and wang (2017), the findings of this present research also indicated that the use of well process in teaching reading brings some advantages such as increasing students’ motivation, building the students’ critical thinking, and improving students' skills in reading. however, the previous study focused on using the call model on improving students’ reading abilities to 106 students in department of foreign languages of shandong university of political science and law. meanwhile, this present research focused on using well (web-enhanced language learning) in teaching reading to 20 students at the tenth grade of a vocational high school in cilacap. besides that, the previous study used a comparative experimental study, while this present research used a case study. this present study was also enriched by the previous study carried out by wang and liao (2017) who found that after using call, the experimental groups improved more than the control group; in the listening, reading, speaking, and writing sections. similar with the previous study carried out by wang and liao (2017), the findings of this present research also indicated that the use of well process in teaching reading brings some advantages such as increasing students’ motivation, overcoming students’ boredom and stress to be more confident in learning reading, building the students’ critical thinking, and improving students' jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 26 skills in reading. however, the previous study focused on using the call on improving students’ english proficiencies to 131 students of college freshmen of chung shan medical university, taiwan. meanwhile, this present research focused on using well (webenhanced language learning) in teaching reading to 20 students at the tenth grade of a vocational high school in cilacap. besides that, the previous study used a true experimental study, while this present research used a case study. conclusions thirteen steps were used by the teacher in teaching reading to the students by optimizing well. the steps were introducing the definition of website, explaining the advantages of using website in learning reading to the students, explaining the steps of using well (webenhanced language learning), asking to search materials from the website, asking to make a group, guiding them to follow the teacher’s instructions, implementing independent reading technique, asking to analyze the information of the texts, asking to present and discussing their task in-group to the other groups, and letting the other groups to ask questions relating to the topics. the steps were also asking to come forward and present their discussion of the text by implementing small-group instruction, asking the other groups to ask questions relating to the first group’s discussion by implementing question generating, asking the second group students to come forward and presenting their discussion of the text by implementing smallgroup instruction, asking the other groups to ask questions relating to the second group’s discussion by implementing question generating, and reviewing and summarizing. it revealed that the students gave their positive responses on optimizing well (web-enhanced language learning) in teaching reading to vocational school students. references alliance for excellent education. (2004). reading for the 21st century: adolescent literacy teaching and learning strategies. new york: issue brief. al-nafisah, k. i. (2015). designing a computer-assisted language learning (call) program and measuring its effect on saudi efl learner's achievement in english. london: international conference on ebusiness, ecommerce, emanagement, elearning and egovernance, 2015(1), 78-87. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 27 altıncı, r. m. & mohammadzadeh, b. (2018). research into the effects of an icall program on teaching word classes to learners of english. lefkosa: eurasia journal of mathematics, science and technology education, 14(6), 2587-2598. beatty, k. (2010). teaching and researching computer-assisted language learning (second edition). harlow: pearson education limited. cain, k., & oakhill, j. (2007). children’s comprehension problems in oral and written language: a cognitive perspective. new york: the guilford press. hedgcock, j. s., & ferris, d. r. (2009). teaching readers of english students, texts, and contexts. new york: the taylor & francis group. howard, j. m., & scott, a. (2017). any time, any place, flexible pace: technology-enhanced language learning in a teacher education programme. new zealand: australian journal of teacher education, 42(6), 51-68. khalili, e., & rezvani, e. (2015).the effect of online short story reading on iranian intermediate efl learners’ l2 reading comprehension ability. isfahan: journal of applied linguistics and language research, 2(8), 243-249. manda, r. (2017). development of web-based computer assisted language learning in english intensive course. gorontalo: materials science and engineering, 180(2017), 1-8. matsumoto, d., & vijver, j. r. (2011). cross-cultural research methods in psychology. cambridge: cambridge university press. nation, i. s. p. (2009). teaching esl/efl listening and speaking. new york: taylor & francis e-library. phakiti, a. (2014). experimental research methods in language learning. london: bloomsbury publishing plc. rodríguez, g. l. a. (2017). students’ language skills development through short stories. boyacá: íkala, revista de lenguaje y cultura, 22(1), 103-118. spratt, m. pulverness, a., & williams, m. (2005). the tkt (teaching knowledge test) course. cambridge: cambridge university press. tecnam, y. (2013). beyond the traditional reading class: the application of an e-book in efl english classroom. massachusetts: international journal of research studies in language learning, 2(1), 17-26. therrien, w. j., gormley, s., & kubina, r. m. (2006). boosting fluency and comprehension to improve reading achievement. pennsylvania: teaching exceptional children, 38(3), 22–26. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 28 wachyu, m. i. & rukmini, d. (2015). the effectiveness of project based learning and problem based learning for teaching biography text writing to highly and lowly motivated students. semarang: language circle: journal lof language and literature, 10(1), 61-71. wang, y., & liao, h. (2017). learning performance enhancement using computer-assisted language learning by collaborative learning groups. taichung: symmetry, 9(141), 1-16. zhang, d., & wang, x. (2017). the effects of the call model on college english reading teaching. hangzhou: i-jet, 12(12), 24-34. microsoft word 5132-17879-1-rv.ok https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 received accepted published july 2021 august 2021 september 2021 the roles of code switching in speaking english as a foreign language mohamad ijudin universitas galuh leni irianti universitas galuh etika rachmawati universitas galuh englisheducation.unigal@gmail.com abstract this study highlights on the use of code switching in speaking class and its impact toward the students’ language development in target language. code switching is a regular phenomenon in multilingual conversations. the purposes of the study are to discover the use and the roles of code switching in efl classrooms, how the roles contributed to the students’ language development in the efl context, and how the code switching influences the process of teaching in efl classroom. the study gathered the data based on a qualitative research design. there were two instruments used in this study; classroom observations and questionnaire. the study was a case study in the teaching and learning process of speaking for classroom instruction at the fourth semester students of english department in galuh university, ciamis. the findings of the study exposed that using code switching while teaching and learning process is valuable in the speaking english as foreign language, in this case in the subject of speaking for classroom instruction. the code switching as one of the kinds of multilingualism is essential and unavoidable in language classrooms. keywords: multilingualism, code switching, and speaking introduction the term multilingualism which is the focus of this study is derived from two latin words namely “multi” that means many and “lingua” that means language (bussmann, 1996). he also asserts that multilingualism is referred to as the ability of a speaker to express himself or herself in several languages with equal and native like proficiency. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 10 on the other hand, it has been recognized in both the written and verbal communicative performances that skill in one language usually leans to take over in a multilingual set up as compared to the others. multilingualism can also be considers as the co-existence of several languages within a society (lyons, 1991). these numerous languages can be official or unofficial, native or foreign and national or international. occasionally, multilingualism is used interchangeably with bilingualism that refers to the ability to speak two languages with native like proficiency (lyons, 1991). multilingualism is considered in this study as a broad terms comprising bilingualism (ability to speak two languages proficiently), trilingualism (ability to speak three languages) and there is also instances whereby one speaker has the ability to speak even more than three languages. since the prefix ‘multi’ refers to more than one, both bilingualism and trilingualism will therefore technically refer to more than one language. as the teacher uses numerous languages, she/he becomes multilingual. it occurs when the teacher teaches in the classroom. the teacher could explain or give instruction in two or more languages in language classroom. occasionally, the students are not get clear understanding to do teacher instruction in target language. thus, the teacher needs to switch the target language into l1. switching a language in a classroom is usually utilized as a way to helps the teacher giving instructions and explaining the materials to the students. the kind of language change employed by the teacher is code switching. code switching, to oppose the term with the other term of language shift, code mixing, is the kind of language shift which occurs by intention, in order that, in the classroom context, the teacher could explain the material more clearly. code switching and code mixing are the terms in sociolinguistics which refer to the use of more than one language which are combined in different ways. code mixing means the use of more than one language at once, or in other words, code mixing is emphasized on hybridization. the term of code switching is emphasized on the movement from one language to another. as mcarthur (1998) explained that mixing and switching probably occur to some extent in the speech of all bilinguals, so that there is a sense that a person is capable of using two languages. lin (2007) defines classroom code-switching as the alternating use of more than one linguistic code in the classroom by any of the classroom participants such as teacher and students. if we refer to the jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 11 concept of conversational and situational switching proposed by gumperz (1982), classroom code-switching would be considered as a form of situational code-switching. however, in the real situation within the class, conversational code-switching might take place in classroom situations. merrit et al. (1992) in (martin-jones, 1995) argue that determining the choice of language to be used in classrooms is necessarily more complex than can be legislated by language policy on medium of instruction in classrooms. nevertheless, teachers’ code-switching has been a controversial topic because it is occasionally occur subconsciously and automatically rather than as an intended teaching strategy. however, when teachers switch between languages in order to maximize their instruction, code-switching can function to enhance students’ understandings and provide students with opportunities to take part in the discussion. martin (1955) noted that code-switching offers classroom participants ‘creative, pragmatic, and safe practices…between the official language of the lesson and a language to which the classroom participants have a greater access’. this endorses research in the past few decades that confirms code-switching as a linguistic strategy rather than merely a language problem (e.g. poplack, 1980; gumperz, 1982; myers-scotton, 1993). in activity related to comprehension and learning, the use of code-switching can be justified in a situation where teachers and students share pedagogical perspectives (macaro, 2005). code switching involves the interplay of two languages and as well as serving linguistic functions, it has social and psychological implications (bilgi, 2016). in the circumstance of english language teaching, these psychological suggestions expose themselves as teachers’ thought processes. while the nature of code switching in language classrooms has been widely studied, as yet modest if any attention has been paid to the relationship between such switching and the beliefs of the teachers involved. code mixing and code switching is often interchangeably used. one of the differences of the terms lies in the purpose of using which kind of language shift in one context and another. code switching is a kind of language shift which occurs with the intention of the speaker, or on purpose. the use of code switching is usually by conscious awareness, in other words, the speaker uses code switching intentionally and consciously. on the other hand, code mixing occurs not by purpose and the speaker jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 12 usually uses code mixing unconsciously. the code mixing phenomena occurs as a result of the speaker’s incompetency in using language. by considering this, it can be inferred that the kind of language shift used by the teacher in the classrooms is code switching, because the teacher (the speaker) alternates the two or more languages in giving instructions or materials intentionally and consciously. some researchers have described the use of language change in language classrooms, especially in the efl classrooms. kamisah and misyana (2011) in their study of content-based lectures found that code mixing and code switching served some functions such as signaling topic change, giving and clarifying explanation, enacting social relationships and aggravating and mitigating messages. the influence of science and technology has also contributed to the code mixing and the code switching behavior in the classroom. this study discusses the use and the roles of code switching in efl classrooms, especially in the speaking for classroom instruction at the english department in galuh university ciamis, and how the roles contributed to the teaching english as foreign language in the efl classroom. the learning process of speaking also tends to be unspontaneous because the learning process of speaking is memory-oriented. the students tend to memorize things that they have prepared beforehand (narasati, 2021). in this study also describes the effects of language shift on the teaching and learning process in the efl classroom. the discussion centers on the following questions: 1. when and why do teachers code-switch in the english classroom? 2. what language do students prefer in the english classroom? method this study used a qualitative method. qualitative method emphasizes on describing in-depth and detail of a particular activity, situation, field, behavior of people and field (fraenkel and wallen, 2012). ary, jacob, and sorenson (2010) assert that a case study is a type of ethnographic research study that focuses on a single unit, such as one individual, one group, one organization, or one program. the goal is to arrive at a detailed description and understanding of the entity (the “case”). in addition, a case study can result in data from which generalizations to theory are possible. case studies jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 13 use multiple methods, such as interviews, observation, and archives, to gather data. education and psychology researchers have used the case study widely. in this study, classroom observation was carried out as the instrument used in collecting the data. as dornyei (2007) claimed that classroom observations provide more direct information than self-reported focus. in this study, the writers played the role as the observer and also as the teacher, thus in this study, the writer took part as a participant observer. in this case the writer investigated the implementation of code switching in speaking class and how the students perceive toward the process teaching and learning by using code switching. furthermore, the questionnaire is also administered to explore the students’ perception in utilizing the code switching. moreover, the aim of the questionnaires was to facilitate a comparison of teachers’ code-switching behavior and students’ code-switching preferences. the questionnaire investigated students’ attitudes towards code-switching in classroom situations and also included some background information. to extent, population and sample are important aspects in conducting a study. “population is the larger group which one hopes to apply the results and sample is small group which applies the information” (fraenkel and wallen, 2012). the population of this study was the students of the fourth semester students’ of the english department in galuh university ciamis. meanwhile the sample was only focused at class 2 f (employee/extension class). the population in this study involved the lecturer and the fourth semester students who joined the subject of speaking for classroom instruction. result and discussion the first research question about when and why the teacher use code switching, the teacher provided her belief on when and why they code-switch which showed that her code-switching habits are connected to what is being taught. her code-switching has to do with efficiency in her teaching and how to make it easier for the students to understand what she is teaching and instructing. her reasons for code-switching often seemed to originate in the fact that she never quite felt that she could be herself when she taught. she explained in bahasa and therefore she always communicated with the students in bahasa. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 14 based on the observation while teaching in speaking class, language change by means of code switching was often utilized when explaining the materials to the students in the process of teaching and learning of speaking for classroom instruction subject to the students. to extent, the switch codes when teaching english in the language classroom is essential. the use of code switching is necessary and inevitable since some students in 2 f classrooms are still lacking of understanding instruction in english. most of them might understand well when listening to the teacher’s explanation in bahasa. however, they found it quite difficult when they had to give long or detailed instruction, or when they wanted to give responses in long sentences. thus, the language change by means of code switching often occurred or was used in the speaking for classroom instruction class. the second research question is students’ language preference in speaking class. language change in teaching language classrooms is certainly essential for the success of the goal of the teaching and learning process of english, in this case in the process of teaching and learning speaking for classroom instruction. one of the functions of language change by means of code switching in language classrooms was that it assists the students to comprehend the materials that being given or taught or explained better. since the students of the language classroom did not come from native-speaker of english environment, the students still encountered that it is difficult to understand the concepts in speaking if it was being taught only in full english. some of the students (54%) preferred a combination of english and bahasa indonesia when learning speaking. bahasa indonesia was in fact the least preferred language alternative (13%) whilst one third of the students preferred only english. consequently, teacher decides only speak bahasa indonesia when giving instruction is only desired by about three in twenty three students. the other code-switching is in parts of explaining teaching material if they found it required which is more in line with the majority of the students (54%) who preferred a combination of english and bahasa indonesia. many of the students preferred a combination of bahasa indonesia and english in many situations, mainly those who could be seen as a little more complex than others. giving instructions and explaining the lesson are examples of such situations while more general instructions were preferred in english. their teacher try to code-switch as jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 15 little as possible and their view on her as mainly english speaking seems to correspond to the students’ opinion. a majority of the students (88%) wanted their teacher to make them to speak more english. even though many of them might have chosen english or a combination of bahasa indonesia and english in some of the situations in the questionnaire this last result would indicate that they want to be encouraged to speak english rather than fall back on bahasa indonesia or a mixture of bahasa indonesia and english. additionally, the teacher also indicated some other roles of language change by means of code switching, as elaborated by jogede (2012). according to jogede (2012), there are some roles of language shift in teaching the language classrooms, namely: as (1) repetition, (2) ease of expression, (3) elaboration, (4) explanation of unfamiliar words, (5) emphasis, (6) asking for explanation, (7) giving directives, (8) addressee specification, and (9) showing emotion. one of the characteristics found in a dual language classrooms is that ells are maintaining their l1(bahasa indonesia) and developing their l2 (english) alongside with native english like speakers while they maintain their l1 (bahasa indonesia) while developing their l2 (english). it is not only important for learners to learn the languages through explicit instruction, but through natural interaction and exposure of the languages as well. these classes have a population of 97% sundanese and 3% javanese with expectations that they both acquire academic and social aspects of the languages. within dual language classrooms, the language of instruction is separated into their designated schedules (collier & thomas, 2004). the language of instruction can be divided in a variety of forms depending on the program. it can be separated by the language of the week, the language of the day, different subject areas can be taught in a certain language, or separated by morning instruction and afternoon instruction (gomez, freeman & freeman, 2005). either way the program has decided to schedule the languages, it is done with a clear separation of the languages so that they both can be used 50% of the time so that there is the same experience to both languages being taught. throughout instruction, the students are learning the language through contentbased instruction in both languages (collier & thomas, 2004). based on how the language is divided, the subject is taught through its selected language. teachers do not jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 16 re-teach the lesson in the other language rather they continue to build upon the concept with language accommodations/strategies to accommodate to learners' needs (collier & thomas, 2004). the ultimate goal for code switching is to great students who are frequently skilled in both languages so they can meet their academic and linguistic needs. the first role of language change is repetition. in repetition, the teacher simply translated each sentence they uttered. the second role of language change is as ease of expression which occurs when the students seemed to not understand the teacher’s explanation. the teacher started the lesson in the medium of english. since the students did not show any sign of comprehension, the teacher switched to bahasa. the third role is as elaboration, which occurred when additional information or details on a topic were added in the mother tongue of the students. the fourth role is to explain unfamiliar words. this role occurred when the teacher concerned for vocabulary or expressions that the students were not familiar, she/he switched the code or used the language shift by means of code switching. the next role is to give emphasis or stress a point in the alternate language. the role of language shift to ask for explanation occurred when the pupils negotiated conversational involvement while seeking explanation during the lesson. the next role of language shift is to give directives. for example, as the lesson was about to start, the teacher discovered that there was no marker and instructed a student to get some markers from the next door class. addressee specification is another role of language shift. in this role, the teacher’s switches were mostly used for clarifying the meaning of certain concepts and helping the students to understand what being taught since the students could not really learn in the medium of english. the last role of language shift is to show emotion. code switching can also be seen as a culturally and linguistically sensitive pedagogical method (losey, 2009). with the total of variety teacher is seeing in her classrooms, the institution is asking for teacher to apply culturally sensitive methods in teaching to put up and tell apart for the learners. teacher who code switch and allow students to code switch within the class are welcoming the kinds of mixture that can be found in the classroom, as well as accommodating those learners that need it (castillo, 2014). to wrap up, teachers who implement code switching in their lessons, allow for students in their classroom to enhance their learning by accommodating their needs. code switching jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 17 furthermore, the finding showed that the roles of the language shift give great contribution to the success of the teaching and learning activity of the subject speaking for classroom instruction. the roles of language shift present both students and the teacher enormous chance to be flexible in order that the goal of the teaching and learning english as foreign language in speaking succeed successfully. table 1 questionnaire no item indonesian english combination both 1. when my teacher explains grammar i want him or her to use 12.6% 33.7% 53.7% 2. when my teacher informs us about a test i want him or her to use 22.3% 35.1% 42.6% 3. when i ask question in bahasa i want my teacher answer in 26.9 55.9% 17.2% 4. when my teacher gives us instructions i want him or her to use 25.3% 72.6% 2.1% 5. when my teacher gives me my result on a test i want him or her to use 25.3% 52.6% 22.1% 6. when my teacher explains something that i don’t understand i want him or her to use 9.5% 80.9% 9.6% 7. when my teacher explain/speak in english i chose my teacher to speak in 28.4% 67.4% 4.2% 8. when i don’t understand instruction i asked in 58.8% 36.9% 4.3% 9. when i am in english class i want my teacher to 12.8% 69.7% 7.1% 10. my teacher normally speaks 23.2% 76.8% 0 https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 the finding from the students’ questionnaire showed that the use of language shift by means of code switching in the teaching of speaking for classroom instruction is very supportive and provide many advantages when learning the subject. the students were asked about their preferences for or against the language change and the reasons for their preference. the result of the students revealed that the students choose for the language change in the teaching and learning process in the classroom. by using the language change, the students were given chances to use the language with which they feel most comfortable and have greater competence. the result also indicated that the students with great degree of bilingual communicative competence were those who most frequently used code switching as a strategy to meet their conversational goals and to communicate with their peers. the study has revealed enough evidence to support theory that using language shift while learning and teaching english is effective in the process of teaching and learning english as foreign language, in this case in the subject of speaking for classroom instruction subject; and that code switching as one of the kinds of language change is necessary and inevitable in language classrooms. conclusion according to cook (2001), code-switching is an important tool for both teachers and students when teaching and learning a second language. based on this study seemed to consent with this analysis since most of the code-switching provided the rationale of assisted their students’ learning. at the same time, the syllabus obviously position that they should speak as much english as possible, which is what they claim to do. one of the aims of the present study was to investigate when and why teacher codeswitch and the results show that most of the code-switching done by teacher in this study is both well prepared and has a clear purpose. the teacher uses code-switch in those situations that are most represented in earlier research such as instructions and in one-to-one situations. the teacher is generally code-switched in order to clarify her jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 19 teaching at the same time as one of the teachers mainly switched for social reasons or due to her shortcomings in target language proficiency. when it came to the students, they preferred a combination of bahasa indonesia and english in situations such as giving explanations and instructions. in one-to-one situations and grade discussions they preferred bahasa indonesia. moreover, they expected their teacher to make them speak more english. there was a consensus between the teachers’ and the students’ visions when it came to in what areas the teacher code-switched. a significant fact though, is that the teacher did not claim to ask the students about what language they prefer in different situations. although experience is a significant skill when being a teacher, moreover teacher learnt by asking the students what they prefer and taking their opinions into account when planning to use code-switching in one’s teaching. references ary, donald; jacobs, lusy cheser; and sorensen, christine k. 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(eds.), one speaker, two languages; cross disciplinary perspectives on code-switching (pp. 233-256). cambridge: cambridge university press. http://dx.doi.org/10.1017/cbo9780511620867.011. narasati, r. (2021). the influence of using animated films in speaking ability improvement. journal of applied linguistics and literacy. 5(2): 10-18 https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 262 received: accepted: published: august 04 th 2022 august 28 th 2022 september 14 th 2022 the effectiveness of literacy teaching materials based on local wisdom in improving literacy skills for elementary school students ifah hanifah* ifahhanifah_7317167638@mhs.unj.ac.id doctoral program in applied linguistics, jakarta state university muchlas suseno muchlas-suseno@unj.ac.id doctoral program in applied linguistics, jakarta state university miftahulkhairah anwar miftahulkhairah@unj.ac.id doctoral program in applied linguistics, jakarta state university abstract this study aims to examine local wisdom-based literacy teaching materials for elementary school students. this study uses a quasi-experimental method using a preexperimental design with one control group pretest-posttest design. the object of this research is elementary school students in grade 5 at sdn 1 ciloa kuningan regency using a research instrument as a test. the experiment was carried out for three days by conducting a pretest, treatment, and post-test. based on the results of data analysis, it was found that literacy teaching materials based on local wisdom effectively improved the literacy skills of 5th graders at sdn 1 ciloa. this is evident from the differences in students' literacy skills before and after being given literacy teaching materials based on local wisdom. in the paired samples statistics table, the score of sig. (2-tailed) is 0.001 < 0.05, then h0 is rejected, and ha is accepted. so that it can be concluded that there is an average difference between the pretest and post-test learning outcomes. keywords: teaching materials, literacy, local wisdom, elementary school introduction historically in english, the word literacy is synonymous with "literature," which means "literature." then, more generally, this word means 'highly educated or educated. it was only in the late 19th century that this word came to mean "the ability to read and write" but retained its original meaning of 'knowledgeable or educated in a particular field (gaj & machtinger, 2006). the definition of literacy by unesco in 1957 stated: "a person who is said to be literate is those who can understand through reading and writing about their daily lives. of course, this is a straightforward expression. then, in https://jurnal.unigal.ac.id/index.php/jall/index mailto:ifahhanifah_7317167638@mhs.unj.ac.id jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 263 1966, unesco made a functional definition of this literacy that is "a person is functionally literate if they engage in all activities where literacy is necessary for the effective functioning of their group and community and also to enable him to continue to use the skills of reading, writing, and writing. and counts for itself and community development" (copeland, 2011). the definition of literacy continues to grow, but in general, literacy is interpreted as a person's ability to read and write. every individual owns this literacy ability. that is why literacy skills must be instilled from early childhood. the low level of community literacy will undoubtedly have a massive impact on their lives. as stated by aisyah et al. that low literacy results in shared understanding. on the other hand, high literacy skills cause a person's understanding ability to be high (aisyah & et al., 2017). furthermore, in the world of education, of course, this low literacy will affect the success of the level of education itself. indonesia, as a country that is trying to improve the standard of living of its people, participates in developing this literacy program. however, the results cannot be said to be encouraging. in 2011, unesco (united nations educational, scientific, and cultural organization) released the results of its survey, which showed that the reading index of the indonesian people was only 0.001 percent, or only one person out of 1000 residents who wanted to read books seriously. the low interest in reading can also be seen in the lack of new books published in indonesia. this country only publishes about 24 thousand book titles annually, with an average print of 3,000 copies per title (nurchaili, 2016). the 2008/2009 human development report published by undp (united nations development program) shows that the indonesian people's interest in reading is ranked 96th out of countries worldwide, in line with bahrain, malta, and suriname. for the southeast asian region, indonesia's position is also at the bottom, only better than cambodia and laos (nurchaili, 2016). meanwhile, permatasari wrote in its proceedings that, in 2015, indonesia's literacy rate was only ranked 64 out of 65 countries surveyed, and its students' reading ratings were only ranked 57 out of 65 countries surveyed (permatasari, 2015). therefore, indonesia is also promoting a literacy program known as the national literacy program. moreover, for the school level, there is the school literacy program. however, several problems are faced in the literacy movement, especially in elementary jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 264 schools. some of the problems faced are as follows. the first problem is the low literacy ability of elementary school students, especially language literacy. second, the difficulties faced by elementary school students in improving their language literacy skills are the inappropriate literacy practices carried out by teachers, the lack of available literacy environments, and different levels of parental literacy, it has an impact on the lack of information literacy that students get from home (kharizmi, 2003). 2015). in connection with the lack of available literacy environment, the thing that will be the focus of attention in this study is the lack of literacy teaching materials available in elementary schools, especially in kuningan regency. therefore, the researchers conducted preliminary interviews with teachers at several elementary schools in kuningan regency. the results of these interviews are as follows. 1) students' literacy ability is still low. 2) obstacles in implementing literacy due to the lack of appropriate teaching materials, and there are still teachers who do not understand this literacy. 3) the existing teaching materials are only in the form of reading books which sometimes the context is not suitable for students and learning 4) there are still many students who use sundanese as their mother tongue, so it hinders the process of learning to read, especially reading comprehension. from the preliminary interview results, the researcher can conclude that the problem in implementing the literacy movement, especially in elementary schools in kuningan regency, is the low literacy ability of students. this is caused by the lack of teaching materials that suit the needs of students who are still attached to their mother tongue. teaching materials are everything that teachers and students can use in facilitating the learning process. it can be in the form of verbal text and audio, visual, or kinetic material. the presentation can be in print, audio, video, cd, internet, or live display (richard, 2010). meanwhile, tomlinson argues that teaching materials are anything that can be used to facilitate language learning activities. teaching materials can be visual, auditive, or kinesthetic (tomlinson, 2011). thus, teaching materials are all things that teachers use to facilitate learning. it is intended that the learning objectives can be adequately achieved. furthermore, the reason for choosing the theme of local wisdom is that this theme is close to students' lives. according to tomlinson, one of the principles of developing teaching materials is making students feel easy to learn the language. the jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 265 trick is presenting material close to them (tomlinson, 2011). this is in line with what gumono said: in practice, the use of reading teaching materials based on local conditions has implications for learning. the implication of learning is following the stage of the strategy. at the stage of presenting knowledge, the emphasis is on extracting schemata and predicting reading content through pictures and reading topics. that way, they will quickly understand information because the content they read is already available in their schemata (gumono, 2013). based on these problems, the researchers will try out a teaching material that has been prepared previously. this teaching material is literacy based on local wisdom, prepared for 5th-grade elementary school students. in addition, these teaching materials are prepared based on the needs analysis that has been done previously. it contains 5 themes originating from the scores of local wisdom in kuningan regency. the concept developed is balanced literacy which includes reading, writing, and learning vocabulary. to see the differences in this study, the researchers examine several relevant studies, namely as follows. first, the research entitled literacy material for language development: a case study (anigbogu, 2012). second, gumono's research entitled utilization of localbased reading teaching materials to improve reading skills of grade iv elementary school students in bengkulu province (gumono, 2013). third, the research entitled involving local wisdom as scores to develop english for tourism course material: a case of baduy tribe in lebak banten (hamer et al., 2017). fourth, research with the title authentic elt materials in language classroom (ahmed, 2017). fifth, research entitled the effect of explicit instruction on strategic reading in a literacy methods course (iwai, 2016). the six studies are entitled think globally, act locally: the strategy of incorporating local wisdom in foreign language teaching in indonesia (muharom albantani & madkur, 2018). finally, the research entitled local wisdombased character education model in elementary school in bantul yogyakarta, indonesia (sugiyo & l. andriani purwastuti, 2017) those studies discuss culture-based teaching materials, literacy, and language learning. however, none of these studies have specifically examined literacy teaching materials that use local culture or wisdom as the basis. therefore, state of the art in this study is to test teaching materials based on local wisdom to improve the literacy skills of elementary school students. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 266 method the research method used is a pre-experimental pre-test and post-test design model. researchers saw differences in learning outcomes before and after using the teaching materials. therefore, the research instrument used is a test. before the effectiveness test was conducted, the researchers carried out several stages of statistical tests, namely validity tests, reliability tests, and normality tests. the population and sample of this study were grade 5 elementari students, with a total data of 15 students. findings and discussion the teaching materials developed are student handbooks in literacy activities in elementary school for high level (grades 4-6) which in this context are devoted to grade 5. the effectiveness test is carried out to determine the difference in average scores before and after using teaching materials. in conducting the effectiveness test, there are several things to do, namely validity test, reliability test, normality test, and t test. validity test this test is conducted to determine whether the test instrument used is valid or not. the test was conducted using ibm spss statistics 25 software with product moment validity test. the basis for decision making as a reference or guide for making the results of the data test show the following outputs: table 1: validity data test output jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 267 the score of sig (2-tailed) can be seen in the rightmost column, namely the total column. based on the output and the basis of decision making, the following data are obtained: table 2: validity of test no score of sig. (2tailed) score of pearson correlation conclusion 1 0,004 0,551 valid 2 0,009 0,513 valid 3 0,003 0,571 valid 4 0,005 0,542 valid 5 0,002 0,600 valid 6 0,001 0,637 valid 7 0,010 0,506 valid 8 0,002 0,595 valid 9 0,003 0,564 valid 10 0,002 0,595 valid based on the data in the table above, after testing with the product moment validity test using ibm statistics 25 software, it can be concluded that there are 10 items that are valid and meet the indicators studied. reliability test meanwhile, the results of the reliability test of literacy questions based on local wisdom show that the instrument has a decent level of reliability. here are the results. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 268 based on the table data above, it provides information about the number of samples or respondents (n) analyzed in the spss program, namely n as many as 25 students. the results of the case processing summary reliability test stated that the respondent's answers were all filled, meaning that the valid number was 100%. based on the results of the data table above, there are 10 items of n of items with a cronbach's alpha score of 0.766 > 0.60, so as the basis for decision making in the reliability test above, it can be concluded that all question items are reliable or constant. based on the results of the data table above, the cronbach's alpha score for the 10 question items is > 0.60, it can be concluded that the 10 question items are reliable. normality test the basis for decision making in the normality test: a. if the significance score (sig.) is greater than 0.05, the research data is normally distributed. b. on the other hand, if the significance score (sig.) is less than 0.05, the research data is not normally distributed. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 269 based on the results of the data table above, it is known that the significance score of asiymp.sig (2-tailed) is 0.9772 > 0.05. so it can be concluded that the data is normally distributed. thus, the assumptions or requirements for normality in the regression model have been met. effectiveness test (t-test) to find out whether there is a difference between student test results before and after the implementation of literacy teaching materials, a paired sample t-test was conducted on the data found. this test is carried out by formulating hypotheses: h0 = the average score of student learning outcomes after using teaching materials is the same with the average score of student learning outcomes before using teaching materials h1 = the average score of student learning outcomes after using teaching materials is different from the average score of student learning outcomes before using teaching materials the basis for making decisions on the paired sample t-test with spss can be viewed from: a. if the score of sig. (2-tailed) < 0.05, then h0 is rejected b. if the score of sig. (2-tailed) > 0.05, then h0 is accepted the following is the data of the students' pretest and posttest results before and after using literacy teaching materials: table 3: pretest and posttest results sample pretest postest sample 1 3 10 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 270 sample 2 5 9 sample 3 9 10 sample 4 7 8 sample 5 6 7 sample 6 7 7 sample 7 7 9 sample 8 5 8 sample 9 6 7 sample 10 5 4 sample 12 7 10 sample 13 2 9 sample 14 7 10 sample 15 9 10 sample 16 3 6 by using ibm spss statistics 25, and analyzed by using paired sample ttest, the following output is obtained: based on the results of the data above, it is known that the score of sig. (2tailed) is 0.001 < 0.05, then h0 is rejected and ha is accepted. so that it can be concluded that there is an average difference between the results of the pretest and the results of the posttest. discussion literacy is an ability that is identical to reading and writing. these two abilities are related to each other. that is, a person's writing ability will be influenced by his reading ability. this is in line with what najmi said: a significant relationship exists between students' reading and writing ability (najmi et al., 2018). this is very logical because the ability to read will enrich the knowledge stored in the student's brain. that way, it will be easier for him to express ideas in written form. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 271 for this reason, achieving reading and writing skills that are adequate in understanding vocabulary is very necessary. this is because both when reading and writing, students must understand every vocabulary that is absorbed or produced. zhang stated that mastery of students' second language vocabulary greatly influences students' reading comprehension ability (zhang & zhang, 2022). teaching materials, as one of the supporting factors, have a critical role. this is in line with what was conveyed by magdalena that teaching materials are essential in the learning process in elementary schools (magdalena et al., 2021). hamid also conveyed that the role of teaching materials is significant in the learning process, both for lecturers/teachers and students/students (hamid et al., 2019). this is because, with these teaching materials, teachers and students will be guided in carrying out the learning process so that the implementation will be more focused on achieving the desired goals. therefore, teaching materials should be arranged to make it easier for students. ease of students in understanding the material presented in teaching materials, one of which can be reached by presenting materials and reading sources that are close to students' lives. this is in line with what tomlinson equated with that one of the principles in the development of teaching materials is how to make students feel more accessible, and one way is to present things that are in students' lives (tomlinson, 2011). therefore, the theme of local wisdom is very suitable and appropriate to use. moreover, if the language used by students uses more mother tongue, they will be able to absorb the material better when given something he knows. conclusions the results of the trial state that literacy teaching materials based on local wisdom effectively improve students' literacy skills. this is because literacy teaching materials based on local wisdom contain material close to students' worlds. this makes it easier for students to understand the given text. the literacy ability of students is an important thing that must be improved. therefore, literacy learning must pay attention to the material or materials taught to make it easier for students. materials related to local wisdom should be considered. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 272 references ahmed, s. (2017). authentic elt materials in the language classroom: an overview. journal of applied linguistics and language research, 4(april), 181–202. https://www.researchgate.net/profile/shameem-ahmed8/publication/315793557_551-1627-1pb/data/58e57719aca2727858c921cd/551-1627-1-pb.pdf aisyah, d. w., & etc. (2017). development of literacy-based teaching materials characterized by quantum teaching to optimize effective and productive learning. journal of education: theory, research, and development, 2(5), 667–675. anigbogu, n. c. (2012). literacy materials in language development: a case study. journal of applied literacy and reading, 1999(december), 1–6. copeland, e. b. k. r. (2011). what is literacy? the power of a definition. journal of research & practice for persons with severe disabilities, 36, 92–99. gaj, n., & machtinger, e. (2006). literacy for life. in the women's review of books (vol. 14, issue 10/11). https://doi.org/10.2307/4022716 gumono, g. (2013). utilization of local based reading teaching materials to improve reading skills of grade iv elementary school students in bengkulu province. international conference on languages and arts, 0(0), 208–219. http://ejournal.unp.ac.id/index.php/isla/article/view/4716 hamer, w., evenddy, s. s., prabowo, j., rima, r., & utomo, d. w. (2017). involving local wisdom as scores to develop english for tourism course material: a case of baduy tribe in lebak banten. journal of english language studies, 2(1), 92–107. https://doi.org/10.30870/jels.v2i1.1597 hamid, m. a., hilmi, d., & mostofa, m. s. (2019). development of arabic teaching materials based on constructivism learning theory for students. arabic: journal of arabic studies, 4(1), 100. https://doi.org/10.24865/ajas.v4i1.107 iwai, y. 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(2010). longman dictionary of language & applied linguistics, 4th edition. pearson education. sugiyo, r., & l. andriani purwastuti. (2017). local wisdom-based character education model in elementary school in bantul yogyakarta indonesia. sino-us english teaching, 14(5). https://doi.org/10.17265/15398072/2017.05.003 tomlinson, b. (2011). materials development in language teaching: second edition. in cambridge university press (vol. 1999, issue december). zhang, s., & zhang, x. (2022). the relationship between vocabulary knowledge and l2 reading/listening comprehension: a meta-analysis. language teaching research, 26(4), 696–725. https://doi.org/10.1177/162168820913998 https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 received accepted published december 2020 february 2021 february 2021 the analysis of pragmatic deixis realized on big hero movie 6 ade apriyana adeapriyana331@gmail.com english education program, galuh university lilies youlia friatin english education program, galuh university iskhak said english education program, galuh university abstract this paper attempted to analyze the pragmatic deixis realized in big hero movie 6. the objectives of the study aims to investigate the realization of the kinds of pragmatic deixis and the dominant kinds of pragmatics deixis realize in big hero movie 6. the data were obtained through the use of content analysis. a descriptive study was employed in analysing the data from the script of the movie.). in this study, the writer addressed two research questions: (1) what are kind of deixis realized in the utterances in big hero movie 6? (2) what are kind of dominant deixis used by the characters in big hero movie 6? the descriptive statistic of percentage was used to calculate the result of pragmatic deixis realized in big hero movie 6. based on the process of pragmatic deixis, it found that there were five kinds of pragmatics deixis realized in big hero movie 6. they were person deixis, time deixis, place deixis, social deixis, and discourse deixis. after analyzing the data, the dominant kinds of pramatic deixis frequently used in the script of big hero movie 6 was second person deixis. it realized 46% of total 10 scenes from total 25 secenes which were analysed. based on those findings, the writer recommends that this study can be used as one of reference in learning linguistics study and determining the meaning of the context. keywords: pragmatic deixis, big hero movie 6 introduction language is used to inform and express their ideas, and to build up their social relationship, so that language is an important thing for human being to to have an interaction each other. interaction is closely related to speaker and hearer (wardhaugh, 2006, p. 1). language is an important aspect for a human or society to be used in their activities or interactions. one of the aspects exists in a language is pragmatic. pragmatic is the study of “invisible” meaning, or how it recognizes what is meant even when it is not actually said or jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 110 written (yule, 2010, p. 128). thus, pragmatic concerns with the relationship between context of use and sentence meaning, and relationship among sentence meaning, and speaker‟s meaning. dealing with the definition aforementioned, pragmatic is the study to analyze the utterance in the speaker or writer said. due to the theory of pragmatic, it covers a relationship with deixis at which deixis is a part of pragmatic. in addition, deixis is understood as a technical term for one of the most basic things to do with utterances (yule, 1996, p. 9). in addition, this present study is also underpinned by some previous studies which have the similarity about this paper in analyzing the pragmatics deixis. for example, the first previous study was undertaken by ekowati & sofwan (2014) focused on the use of pragmatic deixis in conversation texts in pathway to english. then, the second previous study was conducted by rosmawaty (2014) focused on the analysis the use of the kind of deixis in “ayat-ayat cinta” novel by habbiburahman elshirazy. furthermore, the last previous study was carried out by pangaribuan.,et al (2015) focused on deixis used on bussines brochures text: pragmatic study. in relation to the previous studies aforementioned, those can be concluded that their studies focus on the analysis on the written text. meanwhile, in the present study, the writer focuses on the analysis in the audio-visual as the research of this study. the audio-visual itself is presented in a movie entitled “big hero 6”. this movie is analyzed to find out the kinds of pragmatic deixis in the characters‟ utterances. the nature of pragmatics yule (2010, p. 128) defines that “pragmatic is the study of “invisible” meaning, or how it is recognize what is meant even when it is not actually said or written”. in addition, thomas (1995, p. 1) asserts that “pragmatic is a relatively new areas of linguistics and until recently there were no introductory texts available”. in line with the aforementioned experts‟ statements, the writer elaborates them that the definition of pragmatic is the study of language context of the speakers‟ meaning that is interpreted by the listeners. the defining of deixis deixis or pragmatic deixis is understood as a technical term for one of the most basic things to do with the utteraces” (yule, 1996, p. 9). moreover, o‟keefe et al. (2011, pp. 3646 ) define “deixis as the integral study of pragmatic referring to the way in which speakers‟ orientation both themselves and their listeners in relation to the context of a conversation”. furthermore, horn and ward, (2006, p. 97) define “deixis as the introduction of subjective, attentional, intentional, and contextdependent properties into natural languages”. according jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 111 to yule (1996, p. 10), deixis are divided into 5 types. the typical of deixis covers: person deixis, time deixis, place deixis, social deixis and discourse deixis. the nature of utterance concerning the term of utterance, it is understood as the “pragmatic element referring to the response of talk that produces both implicit and explicit meaning” (kecskes, 2014, p. 8). meanwhile, thomas (1995, p. 2) defines that the utterance is assigning sense or reference to a word, phrase or sentence. in line with the aforementioned experts‟ statements, the writer elaborates them that the definition of utterance is an element of pragmatic that produces the implicit and explicit meaning at which it refers to a word, a phrase or a sentence. the nature of utterance “movie is an enjoyable source of entertainment that tell a story sequence and each player who has different character and language acquisition” (ismaili, 2013, p. 122). in addition, “movie is defined as one form of media that has a significant impact on young people‟s desire to see a film given” (lida., et al 2012, p. 2).in line with the aforementioned experts‟ statements, the writer elaborates them that movie is understood as one form of media that tell a sequence story at which the player in the movie has different character. method in this study, the writer employed the descriptive qualitative research which basically has a purpose to describe a particular event. “qualitative research is an interpretative research at which that the writer is interested in process, meaning, and understanding gained through words or picture” (creswell, 2012, p. 145). the writers collected the data from the movie entitled ” big hero movie 6”. the data were in the form of utterances uttered by entire characters in the movie. the writer only analyzed 10 scenes from from the total of 25 scenes in the movie. in order to analyze, to interpret, and to conclude the data, the writers employed some steps that should be appropriated in obtaining the data as suggested by rukmini (2007, pp. 125-130). findings and discussion in this section, the writers presents the findings which are derived from the research questions, notably the first research question which concerns with the kinds of deixis found in big hero movie 6 written by duncan roulea and steven t. seagle. to give a clear description of the categories of pragmatic deixis, person deixis are marked in acronym pd (first person, second person, and third person), time deixis is marked in acronym td, place deixis is marked in acronym pld, social deixis is marked in acronym sd, while discourse jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 112 deixis are shown in acronym dd. then, the second question focuses on the dominant deixis that is found in big hero movie 6 written by duncan roulea and steven t. seagle. table 1. the types of pragmatic deixis no. the types of pragmatic deixis frequences percentage 1. first person deixis 77 43.7% second person deixis 81 46% third person deixis 20 11.3% 2. time deixis 8 4.5% 3. place deixis 21 11.9% 4. social deixis 9 5.1% 5. discourse deixis 38 21.5% total 254 144 % the table is showed that the most types of pragmatic deixis that occurred in the utterances uttered by the entire characters in movie big hero 6 is person deixis at which that the second person deixis is the dominant deixis that uttered by the entire character which the percentages occurrences 46%. the reason was that the utterance in the movie are consist of a lot words at which that the constructions of second person deixis which appeared were (you, your, yours, yourself, we, our, us, ourselves). thus, the second level of the most types of pragmatic deixis that occurred in the movie is first person deixis which the percentages occurrences 43.7%. it can be said that the first person deixis is appeared in the movie at which that the entire characters in the movie are used the (i, me, myself, my) as the constructions of first person deixis. the third is discourse deixis which the percentages occurrences 21.5%. the fourth is place deixis which the percentages occurrences 11.9%. the fifth is third person deixis which the percentages occurrences 11.3%. the sixth is place deixis which the percentages occurrences 5.1%. then, the last one is time deixis as the lowest level which percentages occurency 4.5%. based on the analyzed data, there were not found the utterances which categorized as coinage and back formation. the kinds of pragmatic deixis used by the characters in big hero 6 movie this part was addressed to answer the first research question which was mentioned in the first chapter of this paper. the first research question was: "what kind of deixis realized in the utterances in big hero 6 movie?" the answer of the first research question was connected to data realization toward the types of the pragmatic deixis analysis which jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 113 covered. (1) person deixis, (2) time deixis, (3) place deixis, (4), social deixis and (5) discourse deixis. based on the aforementioned data, the data asserted writer to answer the first re search question that the utterances of pragmatic deixis was realized 81 second person deixis, 77 first person deixis, 38 discourse deixis, 21 place deixis, 20 third person deixis, 9 social deixis and 8 time deixis. the kinds of dominant deixis used by the characters in big hero 6 movie this section was also addressed to answer the second research question which was mentioned in the first chapter of this paper. the second research question was: "what kind of dominant deixis used by the characters in big hero 6 movie?”. the answer of the second research question was connected to the kinds of pragmatic deixis mostly uttered by the utterances dominantly in the big hero movie. moreover the data asserted that the result of five kinds of pragmatic deixis analysis showed that collocation was realized 46% second person deixis, 43.7% first person deixis, 21.5% discourse deixis, 11.9% place deixis, 11.3% third person deixis, 5.1% social deixis and 4.5% time deixis. based on the aforementioned data, those asserted the writer to answer the second research question that pragmatic deixis second person deixis was categorized as dominant utterances uttered in a movie that was realized 46%. the second position was reached by first person deixis which was categorized as less dominant utterances uttered in the big hero movie that was realized 43.7%. then, the third position was reached by discourse deixis which was was realized 21.5%. the fourth position which was realized 11.9%. the fifth position which was realized 11.3%. the fifth position which was realized 5.1%. the last position was reached by time deixis which was categorized as the least dominant utterances uttered in the big hero movie 6 that was realized 4.5%. after describing the findings and the answer of research questions of this present study, the writer then delineated that there were more utterances in big hero movie 6. meanwhile, the writer used five kinds of pragmatic deixis to analyze the utterances in big hero movie 6at which that according to yule (1996, p. 10), deixis are divided into 5 types. the typical of deixis covers: (1) person deixis, (2) time deixis, (3) place deixis, (4), social deixis and (5) discourse deixis. furthermore, the results were also interconnected to the several previous studies. in comparison with the previous studies highlighted in chapter ii, the results of this study have similarity to the the first previous study was conducted by ekowati & sofwan (2014). they asserted the study on the use of pragmatic deixis in conversation texts in jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 114 „pathway to english‟. this study aimed at analyzing the texts on pathway to english with using pragmatic deixis to explain and to realize in different context. meanwhile, the results of their studies (2014) showed that the most dominant deixis appeared in the conversation that was person deixis. based on the context in the conversations, person deixis showed pronoun “i”, “you”, “they”, “he”, and “she” which could be used to refer to an imaginary person in real life. meanwhile, person deixis “we” is also meant a unity. further, their study focused on analyzing the types of pragmatic deixis in the written texts an then they find out the dominant deixis appeared in the conversations of the texts. thus, the first studies was similar to the present study that focused on the the use of pragmatic deixis in conversation texts in „pathway to english‟, in which the result of this study also reported that is similiar with the first privous study at which that this study showed the the pragmatic deixis person deixis, time deixis, place deixis, social deixis and discourse deixis. the most frequent types were second person deixis. conclusions referring to the results in findings and discussion session, the writer draws conclusions based on the evidences gained from the results of the present study. the present study can be summed up that the answer of the first research question, it states that the realization of pragmatic deixis analysis covers eighty one times for second person deixis, seventy seven times for first person deixis realization, thirty eight times for discourse deixis realization, twenty one times for place deixis realization, twenty times for third person deixis realization, and nine times for social deixis realization. concerning the answer of the second research question, it is expressed that the result of five kinds of pragmatic deixis analysis states that second person deixis is categorized as the dominant utterances uttered in a movie. the lower position was reached by time deixis which was categorized as the least dominant utterances uttered in the big hero movie 6 that were realized. references creswell, j. w. 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(2006). an introduction to sociolinguistics. new york:l blackwell. yule, g. (2010). the study of language fourth edition. cambridge: cambridge university press. zufferey, s, (2015). acquiring pragmatic: social and cognitive perspektives. london and new york: routledge. http://www.ijhssnet.com/journals/vol_2_no_4_may_2013/8.pdf http://www.ijhssnet.com/journals/vol_10_no_6_june_2012/8.pdf http://www.ccsenet.org/journal/index.php/ijel/article/viewfile/53694/28749 http://www.ijhssnet.com/journals/vol_3_no_17_september_2013/8.pdf microsoft word 5 silalahi https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 received accepted published november 22 nd 2021 february 19 th 2022 february 27 th 2022 writing assessment strategies of english teachers in junior high school roma july venny br. silalahi* romajuly2626@gmail.com english education department, universitas prima indonesia mia audina simbolon miaaudinasimbolon@gmail.com english education department, universitas prima indonesia erikson saragih erikson.saragih@gmail.com english education department, universitas prima indonesia abstract writing assessment strategies are strategies that combine theory and practice and are then used to assess students' writing abilities and potential. this study looks at how teachers employ strategies to help students learn english in the subject of writing. this study employs quantitative research to get replies and answers from a variety of teachers regarding writing assessment procedures. ten english teachers from various schools were asked to respond to a series of questions. data collection was carried out through the distribution of google form links as material for analyzing answers from several teachers. after the nine steps have been completed, the teacher has different goals in mind, but the end aim is the same which is students should be able to understand writing lessons and write appropriately. keywords: teaching writing, writing assessment, writing strategy. introduction writing is considered as an active creation of text that involves, on the one hand, lower-order transcription skills such as handwriting, punctuation, and spelling, and on the other hand, higher-order self-regulated thinking processes such as planning, sequencing, and expressing the content (berminger et al, 2002). it necessitates the writer's expression of the writing's material into a decent composition while considering the features of writing that the readers understand. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 74 nunan (2003: 88) states that writing is an intellectual activity of finding ideas and thinking about the way to express and arrange them into a statement and paragraph that is clear to be understood by the people. it implies that the writers are expected to express their ideas and organize them into a well-written piece. furthermore, writing conveys the author's perspective on a topic to the general public. it necessitates the systematic writing down of ideas. based on the explanations, it can be stated that writing is an endeavor to convey the writer's thoughts, feelings, or ideas in written form while taking into account writing features and phases so that the readers may understand them clearly. according to brown (2003: 4), assessment is an ongoing process that encompasses a much wider domain. to do an assessment, a teacher should consider many aspects in determining the final scores of the students. in addition to the mid-semester and final semester scores, the teacher should also pay attention to the students` participation, motivation, presentation, performance, paper, portfolio, presence, homework, etc. in this case, before making the final grades of students, a teacher must go through various processes of teaching writing and consider many aspects as described by brown. writing assessment can be used for a variety of purposes both inside and outside the classroom, including assisting students, awarding grades, placing students in appropriate courses, permitting students to drop out of a course or a sequence of courses, certifying proficiency, and assessing programs are just a few examples. given the highstakes nature of many of these assessment purposes, assessment processes must be directed by strong principles to ensure that they're accurate, objective, and appropriate for the context and purposes for which they're intended. the purpose of this position statement is to provide that direction. this should be taken into consideration because writing is rather different with another skill, like speaking that used performance test based (ismailia , 2021). writing assessment is most effective for improving teaching and learning. any assessment's design, implementation, and generation, and dissemination of results should all be guided by its core goal. assessment should be led by pedagogical and curricular purposes, which are formatively influenced by the assessment. when creating assessments, teachers and administrators should consider the context of the classroom, program, or department. the aims or outcomes that are assessed should result in assessment data that is sent back to persons involved in the regular activities that are being assessed so that the jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 75 assessment results can be used to make adjustments in practice. best assessment practice is driven by local aims rather than external constraints. even when external factors necessitate evaluation, the local community must maintain control over the evaluation process, including the selection of the assessment instrument and criteria. regular chances for professional improvement are provided by best assessment practice. assessments should be used by colleges, universities, and secondary schools as chances for professional growth and the sharing of information regarding student talents and institutional expectations. previous research that used assessment as an aim and focus of research found that the relationship between students and assessment had a significant impact on the outcome, despite the lack of importance. it does, however, imply that there is something significant about assessment that needs to be investigated; to be clear, past studies are used as evidence and references to support this study. every teacher is frequently faced with the challenge of deciding how to teach writing in a way that students can understand. making these selections is difficult since many relevant considerations are required in determining what is good and what is wrong so that pupils are not harmed. enough information about students, such as their understanding of the material, attitudes, and behavior, is required to make the best and most informed decisions. assessment is critical in this scenario because it provides instructors with objective feedback on what students have learned, how they learn, and how effective their learning is. to characterize the capacity of the students being assessed, assessment should be done regularly. from the research we conducted on several junior high school english teachers from different schools, there are several ways of teaching and assessment that teachers do to achieve the desired writing target. based on a survey of ten teachers from various schools, researchers discovered multiple strategies of teaching writing and also techniques before generating a writing assessment. the teacher must be able to motivate students to write when teaching writing. students find it difficult to produce texts based on what they think in their heads because writing in english is a huge barrier for them. because writing is a challenging activity for students, particularly in junior high school. as a result, the researcher's focus in this study was on the teacher's strategies. of course, there is a technique for teaching writing english. students' learning skills do improve as a result of the technique employed. a teacher must jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 76 be able to assist students to grasp, recall, investigate, and develop what they have learned when teaching writing so that writing may be used to aid and increase student learning. based on the preceding description, the researcher believes that a teacher must be creative while delivering writing classes to develop writing evaluations that meet the required goals. method this research uses qualitative research with descriptive method. according to creswell (2012), qualitative research is a means for exploring and understanding the meaning individuals or groups ascribe to a social human problem. the process of research involves emerging questions and procedures; collecting data in the participant's setting; analyzing the data inductively, building from particulars to general themes; and making interpretations of the meaning of data. the final written report has a flexible writing structure. walliman (2011) defines that descriptive research relates to an observation in collecting the data. based on the statement above the qualitative research employed to assist the writer in describing the data may be seen in the statement above. the results of the study will serve as a description of the inquiry that was carried out through individual or group observations. qualitative research, particularly described, are the most effective way to assist the writer in analyzing the data. the author conducts an open questionnaire survey as part of the triangulation method. the study was undertaken at several junior high schools. the participant is a junior high school english teacher. findings and discussion in this section, the research question is answered by the researchers. it includes the research findings as well as a discussion. the use of questionaire distributed through google form writing assessment strategies of english teacher in junior high school based on the author's questions, several steps need to be prepared before moving on to the writing assessment stage, including the frequency of teaching, the source of the material, the form of the exercise, how many practice questions are in one session, whether writing learning is done separately or in combination with other skills, about the writing assignment at home, how the writing theme is, what the form of the writing questions is, jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 77 what percentage of the writing material in the exam, and the last step is to enter the writing target in one semester as a reference for writing assessments. 1. first respondent ineke putri sitompul, an english teacher from yayasan smile program answering that the frequency of teaching writing is always done every week and for writing, learning is carried out alone/distinctive. the source of writing material comes from a textbook, then she also mentions that exposition, narrative, and descriptive texts are used as a form of the writing exercise. in one writing session, ten practice questions are given to determine how far the students understand the lesson. after the writing learning process, she always gave writing assignments to do at home. vocabulary, description is the theme of teaching writing chosen by her. next, enter the exam session where the form of the writing questions itself is based on the structure of the research, namely compiling data collection instruments in the form of a list of written and structured questions, the questions asked are arranged in sequence and the contents are in the form of an elaboration of the results of the research topic. the percentage of writing material in the exam is 75% and the final target of the writing assessment is to make scientific papers. 2. second respondent sondang marlina, an english teacher from yayasan pendidikan nurcahaya answering that the frequency of teaching writing is sometimes done every week and for writing, learning is carried out in combination with other skills. the source of writing material comes from one's experience of the students then she also mentions that scripts, novels, sonnets are used as a form of the writing exercise. in one writing session, five practice questions are given to determine how far the students understand the lesson. after the writing learning process, she often gave writing assignments to do at home. the theme of teaching writing is chosen by types of students' experiences to be written in one learning session. next, enter the exam session where the form of the writing questions is an essay. the percentage of writing material in the exam is 90% and the final target of the writing assessment is the students can write a sentence, can read what the students have written in the class. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 78 3. third respondent frans iwama, an english teacher from smp swasta pasundan medan answered that the frequency of teaching writing is sometimes done every week and for writing, learning is carried out in combination with other skills. the source of writing material comes from google, then he also mentions that sentence building, arranging jumbled words, translation is used as a form of a writing exercise. in one writing session, five practice questions are given to determine how far the students understand the lesson. after the writing learning process, he often gave writing assignments to do at home. recount text is the theme of teaching writing chosen by him. next, enter the exam session where the form of the writing questions is the inversion of auxiliary. the percentage of writing material in the exam is 20% and the final target of the writing assessment is students would be able to write accurately. 4. fourth respondent ariani perangin-angin, an english teacher from smp negeri 7 medan answered that the frequency of teaching writing is often done every week and for writing, learning is carried out in combination with other skills. the source of writing material comes from textbooks, then she also mentions that writing a genre (type of text), writing the letter, write the application letter are used as a form of a writing exercise. in one writing session, five practice questions are given to determine how far the students understand the lesson. after the writing learning process, she often gave writing assignments to do at home. type of text (genre) is the theme of teaching writing chosen by her. next, enter the exam session where the form of the writing questions is about how to write scientifically. the percentage of writing material in the exam is 15% and the final target of the writing assessment is students would be able to write scientifically. 5. fifth respondent arief hadziq fikri, an english teacher from smp manbual ulum jakarta answered that the frequency of teaching writing is often done every week and for writing learning is alone/distinctive. the source of writing material comes from textbooks, jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 79 then he also mentions that descriptive text is used as a form of a writing exercise. in one writing session, ten practice questions are given to determine how far the students understand the lesson. after the writing learning process, he often gave writing assignments to do at home. describing entities is the theme of teaching writing chosen by him. next, enter the exam session where the form of the writing questions is about to describe yourself, friends, and favorite things. the percentage of writing material in the exam is 80% and the final target of the writing assessment is students would be able to write a descriptive text. 6. sixth respondent nani hartati, an english teacher from smp negeri 1 tirtamulya answered that the frequency of teaching writing is often done every week and for writing, learning is carried out in combination with other skills. the source of writing material comes from textbooks and google then she also mentions that descriptive, narrative, recount, procedure, and report text, short functional text: advertisement, notice, short message are used as a form of a writing exercise. in one writing session, ten practice questions are given to determine how far the students understand the lesson. after the writing learning process, she often gave writing assignments to do at home. the theme of teaching writing she chooses is vocabulary strengthening. next, enter the exam session where the form of the writing questions are wh questions cause its basic question in a language. the percentage of writing material in the exam is 25% and the final target of the writing assessment is the students will have knowledge, skills, and produce some products of writing. 7. seventh respondent safani indah pebriani simbolon, an english teacher from smp sawasta cenderamata answered that the frequency of teaching writing is sometimes done every week and for writing, learning is carried out in combination with other skills. the source of writing material comes from textbooks then she also mentions that grammar and structure are used as a form of a writing exercise. in one writing session, five practice questions are given to determine how far the students understand the lesson. after the writing learning process, she sometimes gave writing assignments to do at home. the theme of teaching writing she chooses jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 80 about the holiday. next, enter the exam session where the form of the writing questions is how to make a narrative and descriptive text. the percentage of writing material in the exam is 50% and the final target of the writing assessment is the students can be known how to make writing and evaluate learning outcomes. 8. eighth respondent hery siswanto, an english teacher from smp pgri answered that the frequency of teaching writing is always done every week and for writing learning is alone/distinctive. the source of writing material comes from google, then he also mentions that theme of the lesson adjusted to the rpp is used as a form of a writing exercise. in one writing session, ten practice questions are given to determine how far the students understand the lesson. after the writing learning process, he often gave writing assignments to do at home. the descriptive and narrative text is the theme of teaching writing chosen by him. next, enter the exam session where the form of the writing questions is about the descriptive and narrative text. the percentage of writing material in the exam is 60% and the final target of the writing assessment is students can make writing and read in front of the class. 9. ninth respondent puspita purba, an english teacher from smp budi murni answered that the frequency of teaching writing is sometimes done every week and for writing, learning is carried out in combination with other skills. the source of writing material comes from e-books then she also mentions the students can make writing and answer the teacher's questions are used as a form of a writing exercise. in one writing session, ten practice questions are given to determine how far the students understand the lesson. after the writing learning process, she often gave writing assignments to do at home. the theme of teaching writing she chooses about the descriptive text. next, enter the exam session where the form of the writing questions is how to make a descriptive text. the percentage of writing material in the exam is 80% and the final target of the writing assessment is the students can be know how to write correctly in one semester. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 81 10. tenth respondent lasmian jana p. sitinjak, an english teacher from smp negeri 1 tirtamulya answered that the frequency of teaching writing is always done every week and for writing, learning is carried out in combination with other skills. the source of writing material comes from textbooks then she also mentions thesis and essay are used as a form of a writing exercise. in one writing session, ten practice questions are given to determine how far the students understand the lesson. after the writing learning process, she always gave writing assignments to do at home. the theme of teaching writing she chooses to structure and translation. next, enter the exam session where the form of the writing questions is an essay because the students will understand and be able to answer the question correctly. the percentage of writing material in the exam is 75% and the final target of the writing assessment is the students can create a good composition in writing, comprehend the writing text, and be able to make write correctly. conclusions there were a variety of responses about different writing assessment strategies among the ten teachers that completed the questionnaire. four teachers answered they teach sometimes, three answered they teach often, and three answered they teach always. they are divided into two types in the writing learning section: alone and combined with other skills. it was established that seven teachers chose combined with other skills, while three others chose alone/distinctive. five teachers chose textbooks as a source of learning materials, two teachers chose google, one teacher chose textbook & google, one teacher chose e-books, and the other teacher chose one experience. there are several answers in the writing exercise section, including writing from various forms of literature. six teachers chose ten questions as exercises for each meeting, and four teachers chose five questions as exercises for gaining understanding. seven teachers choose to give assignments often, two teachers chose to give assignments always, and one teacher chose to give assignments sometimes. the teaching themes and types of questions throughout the exam were distinct but related to the information in the writing class, according to ten teachers. two teachers choose to include 80 percent of writing material in the exam questions, two teachers choose 75 percent, one teacher chooses 90 percent, one teacher chooses 60 percent, one teacher chooses 50 percent, one teacher chooses 25 percent, and jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 82 one teacher chooses 15 percent. after the nine steps have been completed, the teacher has different goals in mind, but the end aim is the same which is students should be able to understand writing lessons and write appropriately. references assessing writing | journal | sciencedirect.com by elsevier. 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(2021). assessment for jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 83 writing skills in online learning. lingua scientia, 28(1), 8–19. https://ejournal.undiksha.ac.id/index.php/jjbi/article/view/29069 https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 171 received: accepted: published: june 24 th 2022 august 28 th 2022 september 14 th 2022 students' perceptions of using readtheory.org in reading comprehension krisna ismawati krisnaismawati1@gmail.com universitas bengkulu, indonesia syafryadin syafryadin@unib.ac.id universitas bengkulu, indonesia abstract the purpose of this study was to determine and explore students' perceptions of the use of readtheory in reading comprehension. quantitative descriptive was used to conduct this research. the researcher used a closed questionnaire using five likert scales to collect data. in this study 50 students as the sample. based on the overall results, the researcher can conclude that the students' perception of the use of readtheory in reading comprehension of the majority of the subjects showed positive responses, especially on the points related to the use of the platform towards changes in their abilities for the better even though the changes were not too significant. this can be seen from their responses that they will continue to use readtheory in the future because they feel that they have received many benefits. therefore, the researcher can conclude that students' perception of using the readtheory platform in reading comprehension tends to be positive because it provides benefits and changes their ability to understand reading texts. keywords: readtheory.org, reading comprehension, web-based learning introduction reading ability in english is needed not only when the reader is faced with discourse. this ability is a fundamental ability that is used in every aspect of life. reading is a complex activity (mikulecky, b.s. 2021). it is the process of gaining knowledge and interpreting written words. it requires comprehending the written information and figuring out the expressed problems. according to dasigi, p (2019), while reading, readers have to be aware of the main and supporting sentences and the connection of each part of the written words as well. the focus of readers while https://jurnal.unigal.ac.id/index.php/jall/index mailto:krisnaismawati1@gmail.com mailto:syafryadin@unib.ac.id jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 172 receiving and interpreting the language in the written form consists of four stages; decoding, comprehending, text analysis, and response (abeberese, a. 2014). the ability to read will be very useful for reading instructions, road signs, procedures for using an item, or announcements posted in english. to prepare students to become qualified human resources, having the ability to read in english will provide additional value that is useful in the future. according to hermann et al. (2015), the ability of reading comprehension can be categorized as reading the text through understanding which refers to the background experience of readers, general knowledge, vocabulary, syntactic awareness, and word identification function. according to elleman, a (2018), the reader carries on the thought process while reading and can understand the text thoroughly using the background of the experience he has gone through, universal knowledge, vocabulary mastery, and identifying words to increase understanding. online learning has seen tremendous progress as a capable way to enable the education system to cope with the significant effect of the continuing coronavirus pandemic around the world. social distance regulations enforced to avoid the spread of illness have forced schools and universities to directly order distant work and education (dhawan, 2020). addressing the above challenges is unfortunately considered very important for education systems in developing countries, where infrastructure is unfortunately not mature yet in terms of service accessibility and system stability (kalolo, 2019). difficult is assessed in many ways, including research methods, talent, affordability, placement time, regressive compatibility, and exposed interoperability. according to singh and miah (2020), the development of information technology in the growth of modern learning settings is essential for smart education systems. various aspects and features of the intelligent education system can benefit from the benefits of new technologies including mobile applications, website-based access (nicolaou, c 2019). in another side, the research was conducted by alfyna & aswir (2021) the experimental class results would be the conclusion of research as this class used story face during the lesson. the value of the df t-value is searched based on n=29 with a range of 0,025. its df t-value is 2,045. because the t-test value is higher than the df t-value (5000>2045) h1 is accepted and 0 is rejected, so the learning method is successful in improving student’s reading skill. it means that teaching english by using story face to improve reading comprehension by narrative text was significant. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 173 therefore, at this time, there are many websites and platforms online and offline that aim to improve students' reading comprehension skills, from elementary students to university students (syakur, a 2020). websites and platforms that have sprung up either are national or international products, one of them are readtheory. readtheory was started by tanner hock at the north carolina university at chapel hill. hock recognized the usefulness of improving students' critical thinking skills not only in classroom settings but also in real-world circumstances (readtheory, 2014). readtheory is a website-based learning platform that can be accessed as a reading site in developing students' reading comprehension by providing them with categorized understanding. it is intended in providing students with a variety of exciting and authentic sections that are followed up with reading comprehension exercises. the questions are conveyed in direct and detailed feedback which permits students in analyzing and comprehending their errors. it is important for its reactive leveling algorithm, which permits students to be accessible with the most suitable material according to previous performances (romeo, 2016). that is, students are presented with an assignment that evaluates students reading ability and they will consequently be assigned to a suitable level. through each reading quiz practice, the website automatically offerings additional reading from the next level to challenge them. in searching the relevant studies that have been conducted before, the writer searched phrases by combining the terms students‟ perception, reading, reading with technology, and readtheory. many researchers have already done similar research with different objects and conditions. this part is explaining the studies that were completed by other researchers as additional references for this research. based on the investigation of dar, b.a et al (2019), this kind of research mainly focuses on young and school children. it was identified only a little research that involved adult participants. therefore, the distinction between this research and the previous research is on the participants, while the other researchers focus on young children. this research was carried out with the involvement of university students as the sample or participants. method this study used a quantitative design. these variables are measured so that data consisting of numbers can be analyzed based on statistical procedures (creswell, 2012:5). this study was conducted on 4th-semester students of the english education jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 174 study program of teacher training and education faculty of universitas bandar lampung. the reason why the researchers conducted research here is that she has already familiar with the teaching and learning situations, including the problems faced by students in learning reading such as lack of reading habits, low vocabulary, and english proficiency. therefore, the researchers tried to give them new media and investigate how they perceive using it. the data is gathered by providing questionnaires to the students. in this research, the researchers used a close-ended questionnaire. there were approximately fifteen questions using the likert scale where there are five response categories ranging from strongly disagree (1), disagree (2), partially agree (3), agree (4), to strongly agree (5) (jeb, et al, 2021). findings and discussion in this research, there are 50 respondents. they are all students of the faculty of teacher training and education of universitas bandar lampung. they are from the fourth semester. based on their experience in learning to use readtheory in reading comprehension, the following are the results of the questionnaire that has been given. the questionnaire consists of fifteen statements with five options. there are some indicators taken in designing the questionnaires. below is the table of indicators along with the statements of questionnaire results. interest in the questionnaire, most students were interested in reading the stories available on readtheory. there were 35 students of 50 students who chose agree and strongly agree, which means 70% of them are interested in reading stories on the readtheory website. on the other hand, there are 5 students, or 10% of them who are not interested in reading stories on readtheory. while the other 10 students or 20% of them chose partially agree which means they are slightly interested. meanwhile, on the next point, some students used readtheory because that platform provides a lot of exercises that can be done by students after they read the stories. there were 31 students out of 50 students who agreed and strongly agreed, which means that 62% of them are interested in reading readings through the readtheory website because there are many practice questions that they can do to practice students' reading comprehension skills. on the other hand, there were 3 students or 6% of them did not agree with the jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 175 statement. meanwhile, 16 other students chose to slightly agree or hesitate if they were interested in reading stories in readtheory because many exercises could be done. experience according to the questionnaire, most students’ experiences of using readtheory were positive. they felt that readtheory was a fun reading platform and they enjoyed a lot reading stories on readtheory. it was supported by the data that 50% of the total students or there were 25 students agreed that reading stories on readtheory was a fun experience and they enjoyed it. while the other 19 students 38% of them thought readtheory was a little fun and they enjoyed it even though they didn't enjoy using it. on the other hand, there are only 6 students who think readtheory is not fun and they do not like using the platform. meanwhile, the difficulty level of vocabulary used in reading in readtheory does not include a level that is too difficult or rarely encountered for students. this is evident from the results of the questionnaire stating that 27 students disagreed with the readtheory statement using difficult and unfamiliar vocabularies. it means, that 54% of the total think that the vocabulary used is at an easy level or they have often encountered so that the reading is easier to understand. meanwhile, according to 6 other students, or 12% of students, they think that the vocabulary found in readtheory is a little difficult for them. on the other hand, there were 17 students 34% of them thought the vocabularies they encountered on the platform were difficult and they rarely encountered and used. mood based on the questionnaire, many students read stories in readtheory only when they were in a good mood. the students might feel that a good mood helped them a lot in understanding the stories they read. of all students, there were 33 students, or 66% agreed that reading stories in readtheory were only when they were in a good mood. while 9 students or 18% feel normal or neutral, the remaining 23 students, or 36% students feel that reading stories in readtheory is not so influenced by mood conditions whether in a good or bad mood. object size based on the questionnaire result, most students prefer a handphone as the medium in accessing readtheory. there were only a few students who used the laptop while accessing readtheory. this is evidenced by the presence of 40 students or 80% jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 176 of the total students who chose to agree and strongly agree with the statement that they use smartphones when reading stories on the readtheory platform. this is because using a smartphone will be simpler and easier to access, besides that not all students have laptops or tablets, in contrast to smartphones which are owned by all students. positive according to the questionnaire, most students agree to continue reading and learning on the readtheory platform. 29 students agree to continue using this platform because they got a lot of benefits from it. it means 58% of the total students gave a positive response to the use of readtheory in learning reading comprehension. however, there were only 7 students, or 14% of the total that will not continue reading in readtheory. negative in this part of the questionnaire, the statement is about negative perception. it meant that instead of bringing benefits, it will negatively affect individuals. it shows that there were 31 students or 62% answered disagree and strongly disagree with the statement that they did not think their reading comprehension ability had improved because of readtheory. it meant that they felt readtheory help them improve their reading comprehension. otherwise, there were 11 students or 22% answered agree and strongly agree with the statement, which meant that readtheory did not bring any benefits to them. while there were 8 students or 16% answered partially agree which meant that they thought readtheory has helped them to improve their reading comprehension ability but only a little. genres based on the questionnaire result, the students have not explored all the genres available on readtheory yet. there are only a few students who have explored all the genres available on readtheory. there were 32 students or 64% answered that they disagree and strongly disagree, which meant they did not read yet all the genres on this platform. while there were only 9 students or 18% that had read all the genres on the readtheory platform. meanwhile, the rest of them choose partially agree which meant they had read almost all the genres. accessibility based on the questionnaire result, readtheory does not require a strong internet connection since most students did not agree with the statement „readtheory needs a jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 177 strong internet connection‟. it is proven by the result that there were 37 students 74% chose to disagree and strongly disagree with the statement. it means they did not think that using readtheory needs a strong connection or it can be concluded that the use of the platform is very easy to access for anyone. educational performance the educational performance aims to find out the correlation between readtheory and students' english skills. according to the questionnaire result, it can be seen that there were 5 students, or 10% who chose strongly agree and there were 20 students or 40% chose to agree. it indicated that half of the students thought that their vocabulary of english had improved because of reading on the readtheory platform. there were 17 students or 34% chose partially agree, it might be because they thought that their vocabulary of english had indeed improved but they could not claim that the reason for the improvement was caused only by readtheory. while there were 5 students or 10% chose to disagree and there were only 3 students or 6% chose strongly disagree. it meant that their english vocabulary had improved at all since they use readtheory as a reading platform. personal development based on the questionnaire result, there were 16 students 32% chose to agree and 11 students or 22% answered strongly agree about the statement that after they learned by using readtheory in reading comprehension especially, it gave a positive effect on their performance in doing the assignments. in other words, they felt that readtheory motivated them to learn more. meanwhile, there were 13 students, or 26% of the total that chose partially agree, which meant they felt that readtheory gave a positive effect on them but they might be still confused about whether or not their motivation in doing the assignments is part of the positive effect obtained only from learning through readtheory platform. then, the rest of the students chose to disagree and strongly disagree, which meant that they did not get a positive effect on their performance in doing the assignment from the platform. entertainment based on the questionnaire result, there were 16 students, or 32% who answered agree and there were 8 students or 16% chose strongly agree. it means that most students thought reading on readtheory was fun and as interesting as other recreational activities. while there were 14 students or 28% chose partially agree, which meant that jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 178 they might think reading on readtheory was fun but not be said as a recreational activity. then, the rest of the students chose to disagree and strongly disagree, it might be because they did not think that reading on readtheory became a recreational activity and they had more preferences in other than only reading on readtheory. personal reassurance according to the questionnaire result, there were 16 students, or 32% chose to agree, and 14 students or 28% answered strongly agree. it means that after they read and do some exercises in readtheory several times, they felt that easier to understand the content of other reading texts because perhaps they have often practiced comprehending reading text. meanwhile, there were 10 students or 20% who chose partially agree which meant that they might feel changes in their ability to understand reading texts, but they will not claim that the changes are caused by the readtheory platform. whereas there were 7 students or 14% who chose disagree and only 3 students or 6% who answered strongly disagree, it means they did not feel any changes in their ability to understanding reading text after they read and practiced in readtheory. discussion based on the result of the questionnaire analysis that has been carried out, there are twelve indicators arranged into fifteen statements in this research instrument, interest, experience, mood, object size, positive, negative, genre, accessibility, educational performance, personal development, entertainment, and personal reassurance. the interest indicator has two statements, in which the majority of the subjects stated that they were interested in reading in readtheory and the interest was on average due to several exercise questions related to each reading so that they could simultaneously practice reading comprehension. the next indicator is experiencing, which consists of two statements. the results of the questionnaire stated that the majority of subjects gave a positive response by agreeing if it was true that readtheory was a fun learning platform, it was because they felt that the vocabulary contained in the reading was not difficult and unfamiliar vocabulary for them. then, the third indicator, the mood only consists of one statement and almost all of the subjects stated that they read readtheory when they were in a good mood. the next indicator consists of two statements in which the majority of the subjects stated that they accessed the readtheory platform more often through smartphones than laptops or tablets. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 179 then, in the next indicator, the students stated that they felt their ability in reading comprehension had changed since they often used readtheory as a reading learning platform. in addition, in the educational performance indicator, the majority of them stated that their vocabulary bank had also increased, it was natural that if they were diligent in reading, they would get a lot of new vocabulary. then the final point also shows that the majority of subjects stated that since they learned through the use of readtheory as a medium for learning reading skills, they found it easier to understand the content of a reading text. conclusions based on the data processing of the questionnaire results and the data analysis that has been explained, it can be seen that of all the indicators compiled into fifteen statements related to student perceptions regarding the use of readtheory in reading comprehension, the majority of the subjects showed positive responses, especially on points related to the use of the platform towards changes in their abilities for the better even though the changes are not too significant. this is evident from their responses stating that they will continue to use readtheory in the future because they feel that they have received many benefits. therefore, the researchers can conclude that 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(2019). technology-enhanced learning and teaching methodologies through audiovisual media. education sciences, 9(3), 196. nursanti, y. (2016). students‟ perception of teacher‟s bilingual language use in an english classroom. journal of english and education, 4(1), 159–176. syakur, a., fanani, z., & ahmadi, r. (2020). the effectiveness of reading english learning process based on blended learning through" absyak" website media in higher education. budapest international research and critics in linguistics and education (birle) journal, 3(2), 763-772. s. dhawan. (2020). online learning: a panacea in the time of covid-19 crisis, j. educ.technology syst., vol. 49, no. 1, pp. 5-22 sigüenza, a. c. p., carmona, j. l. b., & carrión, m. v. r. p. (2020). carrera de lengua literatura inglesa. ward, j. k., comer, u., & stone, s. (2018). on qualifying qualitative research: emerging perspectives and the “deer” (descriptive, exploratory, evolutionary, repeat) paradigm. interchange, 49(1), 133-146. https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 received accepted published december 2020 february 2021 february 2021 improving english speaking skill of efl class by using video blog on social media yulima melsipa lingga melsi@politala.ac.id politeknik negeri tanah laut wan yuliyanti wanyuliyanti@politala.ac.id politeknik negeri tanah laut yuliana ningsih yuliananingsih@politala.ac.id politeknik negeri tanah laut abstract this research aims to investigate the improvement of english speaking skills in first-year students by using video blogs on social media. this research is conducted at politeknik negeri tanah laut from april to july 2020 located in the district of pelaihari, tanah laut regency, south borneo. the object of this research is the first-year students in class 1c and 1d of the information technology department. there are 65 students. for a collection of the data based on the car methods are planning, action and observation, and reflection. while the technique of collecting the data is qualitative data with interview transcripts and class observation. the students were asked to make a video blog to investigate their capability in english speaking skills. the results showed that in cycle 1 found that the frequency level of proficiency criteria of the students are still an average level in vocabulary and pronunciation, and poor level in grammar, fluency, and content. in cycle 2, the frequency levels become better. all criteria increase at a good level. video blog on social media improves the english speaking skill of the students well. keywords: speaking skill, video blog, car method, social media introduction for efl (english as a foreign language) class, speaking english is not always easy. the structure of english is different from indonesian. there are many english teachers, especially efl classes, who complain that the students they teach are less active when learning speaking and they tend to be passive in responding during speaking practice. efl students are less motivated to try to speak english because they are afraid to jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 20 make mistakes when speaking (rahman, 2013). ellis (2008) stated that limited opportunities to practice language and in different situations can make it difficult for students to develop their speaking skills. that’s why it is needed to enhance interesting ways for the student in learning english, especially in improving their capability in speaking skill. students’ speaking ability may be influenced by various situations and circumstances such as pressure in terms of time, performance, and also a number of supports and is also influenced by other factors such as motivation, ability to hear and respond during speaking (tuan & mai, 2015). even though english has been taught for years starting from schools to universities, but students in universities still have difficulty speaking english (safitri & khoiriyah, 2017). the problems in mastering english speaking skill are also occurred in college students in politeknik negeri tanah laut, especially for the first year’s students. english speaking skill get less proportion for them. english language proficiency in college students should be at an advanced level, but in reality, due to observation, most of them is still at a basic stage. this makes learning english less effective and tends to be passive. therefore, an interesting way is needed to bring out their interest in speaking english, so as to improve their language skills. why? because we know that english is a global language. learning english can help you meet new people. beside, english is the language of the internet. english is also one of the most important languages for business. with english, you can study all over the world and increases your chances of getting a good job in a multinational company within your home country or of finding work abroad. students in this era called generation z (gen z) tend to depend on technology since the young age and are comfortable with the internet and social media. students can become more active in learning by using technology and technology can also change learners from passive learners to active learners (lowerison et al., 2006). therefore, through technology student learning motivation becomes higher such as being actively jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 21 involved when learning, collaboration between team members, and can help students find such a wide range of resources (phillips, 2014). this situation can be used as an opportunity to improve students’ english skill, especially speaking skill. vlog or video blogging is currently a technology that is in great demand by students because it can also be used as a medium to improve their achievement, especially in speaking english. when they finished making their video, then they will be easily uploaded and shared with friends and other users on their social media. the presence of technology such as video blogging is expected to be able to improve students’ ability to speak english. many educators see video blogging as a potential learning medium as well as a suitable learning tool for today’s generation of students who grew up during the world wide web and other digital technologies, so they are called digital natives (considine et al., 2009). in connection with this, there are a number of things that will be achieved when implementing the video blogging method. first, it can build student’s high self-effectiveness with technology and social media in the learning process. several research results concluded that video blogging is one of the effective learning media to develop students’ learning abilities independently (avci & askar, 2012). the second is, efl students will be in a situation that resembles a real situation using somewhat limited english (watkins, 2012). by looking at the benefits that can be obtained from this phenomenon, then this study aims to improve students’ speaking skill of the efl class, in this case first year’s students in politeknik negeri tanah laut by using video blogging on social media. politeknik negeri tanah laut (politala) is still the only one state polytechnic in the district of tanah laut, south borneo. politala emphasizes practical learning even in english subjects. that’s one of some reasons that researcher choose speaking skill as the study of this research. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 22 in conducting the research, the researcher use a classroom action research (car) as a method that appropriates for the purpose of this study which is used to improve the students' english speaking skill. in addition, action research may be used in many settings of education as a method to solve the problem in learning and it also can be used by an individual teacher or a group of teachers in all level of education. according to kemmis & mc taggart in burns (burns, 2009), classroom action research has cyclical process which involves some phases of planning, acting, observing, and reflecting. result of the first cycle is used to determine the need for the following cycle until the problems are solved by using the strategy or method. so, the researcher can repeat the strategy or treatment with some modifications to make better result or solve the problem. research on the use of video blogging with the car methods to improve speaking skills has been done by ayu rahmawati et al (2018), alpha et al (2018), and muhammad muhsin (2018). these three studies aim to describe the development of school students’ speaking skill through vlogs using the car method. from these research, it was found that students’ speaking ability had increased by using the car method. another research was done by nur asyiah (2019), which aims to find out the enhancement of students’ integrated listening-speaking competence through video blog. this research also used the car method and it was found that there was an enhancement of the students learning listening-speaking achievement. based on the background and the description of the previous research, this research will use the car method to see the development of first year’s students speaking skill through video blogs on social media in politeknik negeri tanah laut. this research have been completed to answer the research question, how is the improvement of english speaking skill of efl class by using video blog on social media in politeknik negeri tanah laut? jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 23 speaking skill kazemi et al. (zoghi, m., kazemi, s. a., & kalani, 2013) state that “speaking is considered as an important and essential matter for foreign language learners or english as a foreign language of learners”. speaking competence plays important role in learning and understanding language. it is used for expressing thought in verbal utterances. “speaking is the productive skill aural/oral skill. it consists of systematic verbal utterances to convey meaning. speaking is a human interaction which is used to share information to other” (nunan et al., 2003). moreover, florez in nunan (nunan et al., 2003) says that speaking ability is an interactive process to produce production, response and information processing. speaking in english is rather difficult, because it is not just understandable, but demands a correlation and correct usage between grammar, vocabulary, and pronunciation. we also have to be able to put proper and correct language when it comes to what, where, when, who, why and how questions. this is where learners sometimes misplace the right words and the right grammar. efl class learning english in indonesia is very important, especially in education in indonesia, but learning english is not easy for students because it is not a language familiar to indonesians (madayani, 2020). it is stated in oxford university press on 12 july 2011 that efl students need: 1. to practice their english more and more, especially speaking orally. encourage students to practice in the classroom, but also give them the opportunity to practice speaking english outside the classroom, and always reward them when they can do so. 2. emphasize them to live english. never impart to your students that english is a set of rules and words to memorize. it is a cultural creation that lives and breathes over the world. do whatever you can to reveal this depth. pen buddies, non-traditional teaching jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 24 materials and field trips are great ways to make english more lively and fun for students. 3. find reasons to learn english and provide motivation to stick with them. english can be a very theoretical thing if you grew up in the countryside. find out about the student's other interests and incorporate english into it. there are so many english speaking communities both online and offline that you can find attachments for almost any other field of interest. social networking is one powerful tool. video blog video blogging can be interpreted as a video component (gunelius, 2012) that present a series of events online (molyneaux, gibson, o’donnell & singer, 2007) that allows anyone to create and share their posts (biel & gatica-perez, 2010) which consider it a collection of videos that are used as an archive of life in the form of audio-visual and as a means of communication. several researches have raised the phenomenon that video blogs can facilitate an effective language learning and teaching process, especially in terms of “learners’ language complexity, grammatical correctness, and fluency” (hewett, 2000). videoblogging is the new trend in blogging. video blogging or vlogging in this article is a form of blogging that uses video as a medium. vlog is defined as a blog that uses video as its main source and not text. vlogs these days are essentially text blogs that are in a video linked externally for each entry (rosenberg, 2006). video can improve simulation which not only can give excellent reaction and response when students can watch and evaluate their own work, but also with this video can create a more realistic simulation (harmer, 2001). nowadays, video blogs are very popular with many people, especially young people who are very familiar with social media. with social media, students can upload the videos they make and will be seen by many people. this is also a good opportunity to improve students' english speaking skills. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 25 social media social media is an electronic communication media based on communication input, content-sharing and collaboration. web sites used for social networking, social bookmarking, microblogging and wikis are examples of social media. there are many types of social media that occurs nowadays, for example facebook, twitter, instagram, google+, wikipedia, pinterest, youtube, and many more. methods for collection of the data based on the car methods are planning, action and observation, and reflection. while the technique of collecting the data is qualitative data with interview transcripts and class observation. action research related to the ideas of reflective practice which aims to identify problem situations or issues faced by the participants systematically in order to solve the problems, bring out changes and improvements to them in practice (burns, 2009). there were two types of instruments. they were test and non-test instrument. the non-test instrument were field-notes, interview guidelines, documentation, and class observation.. the data obtained were in the form of video blogging done by students. these data will then be analysed. before coming up to the test on making video blog, the students were given a score reflection. this would help students to make good preparation before making video blog. watkins (2012) provides the score reflection as follows, table 1. scoring reflection proficiency area evaluative criteria vocabulary  is the student using appropriate and correct word choices?  should the student use suitable vocabulary for academic used? grammar  is the student making progress with grammar usage?  do the same grammar errors continue to occur?  do grammar mistakes lead to problems discerning meaning? pronunciation  is the student making consistent and predictable pronunciation errors?  do these pronunciation errors make it difficult to understand what the student is talking about? jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 26 fluency  is the student talking smoothly and confidently, or is the speech interrupted by long, awkward pauses?  was the speech extemporaneous or obviously read from a manuscript? content  did the student talk for the requested amount of time?  if the vlog assignment requested reflection on a certain theme or action in accordance with a set of directions, did the student make efforts to address this theme and / or follow direction? this reflection material can help students to pay more attention and consider several criteria as aspects before making a vlog. from this scoring reflection, an assessment rubric is made to measure their capability and proficiency. there is a levelling of each area, excellent, good, average and poor. here is the rubric: table 2. assessment rubric excellent good average poor vocabulary the students master in using appropriate vocabulary the students make few vocabulary mistakes there are some mistakes related to vocabulary the student does not use any vocabulary correctly grammar the students master grammar perfectly the students make few grammar mistakes the students make some grammar mistakes the grammar is not correct at all pronunciation there are no pronunciation mistakes there are few pronunciation mistakes there are some pronunciation mistakes the oral message is incomprehensible fluency the students talk smoothly and confidently sometimes there is an interruption there students make some interruption and depend on the manuscript the students make long and awkward pauses; depend on the manuscript jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 27 content the students pay attention to the instructions and direction; the contents are in accordance with the themes; very creative the students pay less attention to time but still in accordance with the themes provided; quite creative the contents sometimes out of the themes and directions; less creative the students do not pay attention to the instructions and out of the themes provided the rubric describes the levels of proficiency criteria; excellent, good, average, poor. the purpose of explaining the rubric to students is to prepare themselves and be more motivated to create a vlog that fits the existing criteria (maulidah, 2018). findings and discussion cycle 1 the students were just given a task to make a video blogging. the topic was about nouns. using the assessment rubric, it was found that most of the students in their groups were in average and poor level of proficiency area. it is shown in this table below. table 3. numbers of groups by level in cycle 1 proficiency area numbers of groups by level excellent good average poor vocabulary 0 0 11 1 grammar 0 0 3 9 pronunciation 0 1 6 5 fluency 0 0 4 8 content 0 1 4 7 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 28 from the table above, we can see that from 12 groups of students, most of them are at average level and even poor. there is only one group at the level of “good” in pronunciation area and one group in content area. in fact, no group has achieved an excellent score. the frequency levels of proficiency criteria of speaking skill by using video blog in cycle 1 can be seen in this table below. table 4. frequency levels of proficiency criteria in cycle 1 proficiency area frequency levels of proficiency criteria (%) excellent good average poor vocabulary 0% 0% 91,6% 8,33% grammar 0% 0% 25% 75% pronunciation 0% 8,33% 50% 41,66% fluency 0% 0% 33,33% 66,66% content 0% 8,33% 33,33% 58,33% from the table above we can see that in vocabulary area, the highest level is in average level about 91,6%. it is declared that the students made some mistakes related to vocabulary. in grammar area, the proficiency level of the students is in poor level about 75%. during the video blogging, the students still make so much grammar mistakes. that is because they still lack knowledge about the use of good and correct grammar. in pronunciation area, the proficiency level of the students is in average level about 50%, and in the poor level about 41,66%. it is showed that there are some pronunciation mistakes and very often the oral message is incomprehensible. in fluency area, the proficiency level of the students is in poor level about 66,66%. only 33,33% is in average level. it is showed that the students still make long and awkward pauses during the video blogging. they also depend on the manuscript in front of them. in content area, the proficiency level jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 29 of the students is in poor level about 58,33%. only 33,33% is in average level. this showed that the students still unexperienced in making video blogging and still less creative. cycle 2 after finishing cycle 1, the researcher then evaluated the results and made some notes to come to cycle 2. in cycle 2, the students were asked again to make video blogging. the theme was about giving instructions. in this session, the students were given some directions and instruction to prepare themselves. they were asked to learn about simple present tense and simple past tense. they were asked to listen to the pronunciation of a word if they didn’t know yet. using the assessment rubric, it was found that there was a significant progress in level of proficiency. it is shown in the table below. table 5. numbers of groups by level in cycle 2 proficiency area numbers of groups by level excellent good average poor vocabulary 0 12 0 0 grammar 0 11 1 0 pronunciation 0 7 5 0 fluency 0 7 5 0 content 0 6 5 1 from the table, now we can see the improvement of speaking skill of the students. they are in the good level mostly in all proficiency area. even though some of them were still in average level and no one in excellent level, but from this results we can see the difference from cycle 1. only one group was in poor level in content area. the frequency levels of proficiency criteria of speaking skill by using video blog in cycle 2 can be seen in this table below. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 30 table 6. frequency levels of proficiency criteria in cycle 2 proficiency area frequency levels of proficiency criteria (%) excellent good average poor vocabulary 0% 100% 0% 0% grammar 0% 91,66% 8,33% 0% pronunciation 0% 58,33% 41,66% 0% fluency 0% 58,33% 41,66% 0% content 0% 50% 41,66% 8,33% from the table above, we can see that in vocabulary are, the highest levels is in good level about 100%. it means the students make few vocabulary mistakes. they became better in choosing appropriate vocabulary. in grammar area, the proficiency level of the students is in good level about 91,66%, in average area about 8,33%. no one include in poor level. in pronunciation area, the proficiency level of the students is in good level about 58,33%, in average area about 41,66%. no one include in poor level as before. in fluency area, the proficiency level of the students is also in good level about 58,33%. while in content area, the proficiency level is in good level about 50% and average area about 41,66%. only one group is in poor level about 8,33%. this showed that they had tried their best to make the content more creative than before. this is according to the frequency of data. to make it clear about the proportion of improvement of students speaking skill by using video blog, it can be seen in this chart below: 0 2 4 6 8 10 12 vocabulary grammar pronunciation fluency content cycle 1 good average poor jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 31 figure 1. graphic of proficiency level in cycle 1 figure 2. graphic of proficiency level in cycle 2 from the graphics above, we can see the significance of the students’ speaking improvement from cycle 1 to cycle 2. we can conclude that the using of video blogging to improve english speaking skill of students in efl class were success. there are some significances that can be obtained as the positive impact of making video blog. sun, yu-chih (sun, 2009) claims several significances as impact of video blogging. those are: a) students’ motivation video blog will increase students’ motivation in speaking. the role of video blog is also as social media consumption that is usually used by students in their daily activity. they prefer to use it to express their feelings, their ideas, and their improvisation. b) self-presentation 0 2 4 6 8 10 12 14 vocabulary grammar pronunciation fluency content cycle 2 good average poor jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 32 vlogging is closely related to the use of social media. psychologically this has an impact on students when preparing themselves. they will give their best presentation. this shows that the use of vlogs can improve students' self-presentation, especially in their speaking appearance. c) talk more time so far, efl students have limited opportunities to speak english to express their language skills. they only practice in class during lessons or at certain times. with vlogs as a medium of learning, students will get more opportunities to speak english outside the classroom. vlogging forces them to convey their ideas in english, and in the end their english skills gradually improve. d) independent learning task-based learning provides independence for students. video blogging is also a taskbased learning strategy. one of the advantages of independent learning is that students get meaning in their learning. in addition, they are free to express their ideas during the learning process. video blogging can meet these conditions and create independent learners. so, because it is related to technology and social media, making video blogging is one of the better teaching and learning innovations, especially in their speaking skills and this is very fun to implement. educators also see that video blogging is a very potential instructional medium and is a suitable teaching tool for today. when compared with previous studies, this research has a novelty in the process and method used. rakhmanina & kusumaningrum (2017) in their research about the effectiveness of video blogging in teaching speaking viewed from students’ learning motivation, the students were asked to watch a video blog and then they discuss about it. by watching others video blog, students were motivated to speak in english. while in this jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 33 research, the students themselves recorded their own video to get better in speaking english skill. novita lestari in her research about improving the speaking skill by vlog as a learning media from the efl students’ perspective (2019) found that speaking skill of the efl students improved by video blogging. but in her research, she used a qualitative research by using five steps of data analysis by mckernan. those steps are: assembling the data, coding the data, comparing the data, building interpretation, and reporting the outcomes. while in this research, the researcher use the car method to analyzed the data. muhammad muhsin in his research (2018) about the use of video blogging as a media to improve student speaking skill use a car method with different process. in his research, the students were given to watch a video blogging and then gave opportunity to the students to discussed, respond and gave opinion about the video. in this research, the students not just learnt from someone’s video blogging, but they themselves tried to make their own video blog as a way to improve their speaking. another research was done by ayu rahmawati in 2018 still about the use of vlog to improve students speaking skill. in her research, she used a car method. the students were given a topic and the students then discussed the topic. this research also conducted with the car method but the researcher just gave a theme and the students themselves make a video blogging. pramita sari in her research (2017) found that the use of vlog in the youtube channel could improve speaking skill. but in this case, her research emphasized to the improvement of student’s motivation and self-confidence to speak english. she wanted to find out whether vlog in the youtube channel could improve the student motivation and confidence. while in this research, the researcher emphasized the the speaking skill of the students. alpha tessalika (2018) did a research about the use of video bogging to improve students speaking performance. in her research, the student were also given a video. they jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 34 watched the video blog and they were given opportunity to give opinion about the topic and to re-tell the video. this was the way she analyzed their speaking performance. this research again used video blog as a media for the students to make their own video blog and record their speaking. maulidah in 2017 explored all benefit conducted to the use of vlog as a mean to improve students speaking ability. she explained vlog and its tool, the significant of vlog in improving speaking skill and also the vlogging stages. she concluded that by using vlog, the student could get many benefit to improve their speaking skill. ayu astriani (2017) also integrated video blog in efl class for teaching speaking. in her research, she used a combination of qualitative and quantitative method to solve the research problems. while in this research the researcher used the classroom action research in qualitative method. vina nurviyani in her research in 2018 about a study of students’ speaking skill through vlog also found that vlog could be one media to improve speaking skill. she used a qualitative research by focusing a case study. the data analysis was conducted with classroom observation, interview, and questionnaire. in this research the researcher used car method which was related to cyclical process. nur asyah in her research about the using of video blog to enhance students’ integrated listening-speaking competence also used the car method. but she emphasized listening and speaking skill of the students. in this research, the researcher only focused to the speaking skill of the students. conclusions from the data analysis and the results obtained, it can be concluded that video blog significantly improves students’ english speaking ability. from the results, it can be seen that there is an increase in student ability in the aspects of vocabulary, grammar, pronunciation, fluency and content. using video blogging is a fun learning process and can increase students' enthusiasm for learning. besides that, vlogs can promote good jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 35 presentations in students' speaking performances. they are able to interact in their environment for better speaking skills. besides that students also have the opportunity to study independently. some of these things can improve students' speaking ability. this method can be applied not only to first-year students but also to others. for the next research, the car method can also be implemented to analyze students' listening skills because it is based on the classroom action method. however, the discussion about vlogs is still a hot topic today, both in terms of the process and its existence as a learning medium. references avci, u., & askar, p. (2012). the comparison of the opinions of the university students on the usage of blog and wiki for their courses. educational technology and society. biel, j. i., & gatica-perez, d. (2010). voices of vlogging. icwsm 2010 proceedings of the 4th international aaai conference on weblogs and social media. burns, a. (2009). doing action research in english language teaching: a guide for practitioners. in doing action research in english language teaching: a guide for practitioners. https://doi.org/10.4324/9780203863466 considine, d., horton, j., & moorman, g. (2009). teaching and reaching the millennial generation through media literacy. journal of adolescent & adult literacy. https://doi.org/10.1598/jaal.52.6.2 harmer, j. (2001). book review : the practice of english language teaching. relc journal. https://doi.org/10.1177/003368820103200109 hewett, b. l. (2000). characteristics of interactive oral and computer-mediated peer group talk and its influence on revision. computers and composition. https://doi.org/10.1016/s8755-4615(00)00035-9 lowerison, g., sclater, j., schmid, r. f., & abrami, p. c. (2006). student perceived effectiveness of computer technology use in post-secondary classrooms. computers and education. https://doi.org/10.1016/j.compedu.2004.10.014 maulidah, i. (2018). vlog: the mean to improve students’ speaking ability. https://doi.org/10.2991/iconelt-17.2018.3 molyneaux, gibson, o’donnell & singer. (2007). new visual media and gender : a content , visual and audience analysis of youtube vlogs. proceedings of the international communications association (ica 2008). jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 36 nunan, d., bailey, k., anderson, n., & sokollik, m. (2003). practical english language teaching. in language. putri, n. e., & sari, s. y. (2020). applying vlog assignment to develop students’ speaking ability. https://doi.org/10.2991/assehr.k.200306.046 rosenberg, m. j. (2006). beyond e-learning: approaches & technologies to enhance organizational knowledge, learning and performance. in pfeiffer. safitri, n. ., & khoiriyah, i. (2017). students’ perceptions on the use of english vlog (video blog) to enhance speaking skill. aseanlasian academic society international conference proceeding series. sun, y. c. (2009). voice blog: an exploratory study of language learning. language learning and technology. tuan, n. h., & mai, t. n. (2015). factors affecting students’ speaking performance at le thanh hien high school. asian journal of educaitonal research. watkins, j. (2012). increasing student talk time through vlogging. language education in asia. https://doi.org/10.5746/leia/12/v3/i2/a08/watkins zoghi, m., kazemi, s. a., & kalani, a. (2013). the effect of gender on language learning. journal of novel applied sciences. microsoft word 3 dewi https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 received accepted published november 1 st 2021 february 19 th 2022 february 27 th 2022 illocutionary acts analysis of the main character in “brave” movie elvita savitri dewi* elvitasafitri931@gmail.com uin sunan ampel surabaya roudlotul jannah raudlotuljannah@uinsby.ac.id uin sunan ampel surabaya abstract this paper investigates the illocutionary acts used by merida as the main character in brave movie published by walt disney pictures. in this paper, the problem to be solved: (1) what types of illocutionary acts are used by the main character in the brave movie? (2) what types of illocutionary acts are dominantly used by the main character in the brave movie? this paper uses the qualitative descriptive approach to describe and analyze the illocutionary utterances uttered by the main character in that movie. this paper focused on the illocutionary acts proposed by searle (1979). there are five types of illocutionary acts found in this paper: representative, directive, expressive, commissive, and declarative. this paper found 58 utterances produced by merida, which consisted of illocutionary acts. there are thirty-two (32 times or 55.2%) representative acts, five (5 times or 8.6%) expressive, sixteen (16 times or 27.6%) directive, four (4 times or 6.9%) commissive, and the least frequently used is the declarative illocution which appears in only one (1 time or 1.7%) utterance. this paper concludes that the most dominant representative acts appear in merida’s utterances that a total of 55.2% frequently used. the researcher recommends this research be used as a reference for learning in the context of a language and determining the purpose of speech or language in linguistics, especially pragmatics. keywords: speech acts, illocutionary acts, brave movie introduction people deliver information that could be minds, brainchildren, purposes, sentiments, and direct emotions in each communication. in this case, language jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 43 becomes an essential part of human thoughts (dewi, 2020). mey (2001, p.4) affirms that using language in various unconventional ways that are all people’s rights, throughout savvy what they are acting achieve their goals, is pragmatics. by their utterances, those spoken statements might indicate what they intend to. levinson (1983, p.9) states that “pragmatics is the study of just those aspects of the relationship between language and context that are relevant to the writing of grammars.” according to that explanation, it could be observed that to know the utterance meaning of it. to understand speakers’ meaning, we need to notice the context. based on the real events, the language will constantly emerge in speech acts or individual actions, a form. wardani (2011) argues, “the point of uttering such sentences is not just to saying things, but also actively to do things.” it means that in saying a sentence, we must also do something that is said. austin (1962) states his biggest contribution to speech act theory that it differentiated into acts of locution, illocution, and perlocution. when the speaker intends to express something directly, specific power makes people act following what they said, and the intention was called illocutionary speech acts (sartika et al., 2019). the illocutionary speech act is also known as the acts of doing something. in her book, cutting (2002, p.16) states that “illocutionary force, what is done in uttering the words, the function of the words, the specific the purpose that the speakers have in mind.” the illocution’s power depends on what is said by looking at the word’s function and its purpose in the speaker’s mind. illocutionary speech acts need to be included in the speech’s context in the speech situation. in the illocutionary act, the speaker intends to express something directly. because by way of the utterance, everybody may intend to ask, order, tell, warn, and promise; thus, each speaker has the motive by way of their utterance. searle (1979, p.8) further divides illocutionary speech into five types: representative, directive, commissive, expressive, and declaration. this paper aims to study the illocutionary acts used jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 44 by merida as the main character in brave movie. studying illocutionary acts will help us better understand the speaker's utterance in a specific situation, such as a movie. hutajulu & herman (2019) argue that we can see a motion picture primarily intended as a source of entertainment in the movie. the characters in the movie engage in a variety of speech acts. this paper investigates the types of illocutionary acts used by merida as the main character in brave movie using searle’s theory and the dominant type used. brave is an animation, adventure, and comedy movie released in 2012 published by walt disney pictures. the brave movie tells of a red-haired daughter named merida who must save her mother. merida is a red-haired princess who lives in a scottish castle. her mother is a queen called elinor and teaches merida to be a true princess, even if she does not want it. merida was so annoyed that she ran to a witch’s house and made an enchanted cake given to elinor. after eating it, elinor became a beast, and merida had to change her mother back. merida wants her to be free, and her mother stops managing her life. then, the movie ends with merida’s successful attempt to find a way to return her mother, who turned into a bear, to return to a human with a spell from a witch. finally, his mother returned to human in time. many other researchers have conducted research using illocutionary speech acts. in this case, research in illocutionary speech acts is in great demand by most researchers. rahayu, arifin, & ariani (2018) conducted a study entitled “illocutionary act in the main characters’ utterances in mirror mirror movie.” the findings indicate that there are 55 key character utterances involving illocutionary acts. in that research, the researchers investigate only the primary character utterances in mirror mirror movie. furthermore, ramayanti & marlina (2018) also have researched illocutionary acts in tangled movie. this study’s result is that 44 percent of the percentage are the dominant directive speech acts used. the researcher focused on all jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 45 characters’ speech. sembiring & ambalegin (2019) studied illocutionary acts on aladdin's 2019 movie. they focused on all characters in the aladdin movie. it has the same subject as the previous study above but the difference in the movie object. the most common forms of non-talk were the outcomes, as main characters communicated their utterances mostly explicitly, for example, by ordering, demanding, questioning, and commanding. then, sari (2020) examined the illocutionary act in spongebob squarepants movie. she found the type of illocutionary act that is commonly used in that movie is directive. her study aims to know how the speech act directives appear and expose the types of illocutionary acts used by the main character. the next research is from fitriani, achmad, & rasmita (2020), entitled “an analysis of illocutionary acts in a fantasy movie.” the purpose of their research is to discover out the most prominent and dominant illocutionary speech acts used in fantasy movies by the central character, ‘the chamber of secret and harry potter.’ this research noticed that out of the five, only four forms, representative, direct, expressive, and commissive illocutionary actions, were described in the film. the directive is the widest illocution act that shows 47.64 percent, whereas the most limited used is commissive, which shows 4.19 percent. even though the researchers used two movies, the object only focused on the main characters’ utterances in both movies. besides previous studies, although using the same theory, there are still differences between those studies and current research. current research focuses on disney films. also, there is no research on the movie “brave” on the illocutionary act and the main character’s utterances. theoretically, the researcher hopes that the discussion or the final result of the research can make a real contribution to linguistics and readers, especially in speech acts. the researcher also hopes this research can improve disney movie jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 46 readers and connoisseurs in linguistic studies, especially speech act theory in the pragmatic linguistics branch. practically, the researcher hopes that this research provided the readers with an understanding that they get consolation and knowledge from watching a movie. the researcher also hopes that this study’s results can be used to find out the context of an utterance and determine the purpose when the reader is communicating with others to facilitate understanding of the interlocutor. method this study uses a descriptive approach to qualitative methods. this qualitative descriptive study describes illocutionary utterances uttered by the main character in the brave 2012 movie named merida. the researcher also examined merida’s illocutionary speech as the brave film’s main character by categorizing each speech act into five types of illocutionary speech acts. the data collection of this study is in utterances in the configuration of merida’s phrases or sentences in the subtitles or animated film scripts as a central figure in the film brave 2012. besides that, the research data used is also data from utterances that contain types in illocutionary speech acts used by the main character. in the process of the data collection, the researcher firstly watched the film and understood the main character’s speech acts based on the utterances and the script or subtitle in the brave 2012 movie. then, the researcher collected the speech acts that contain types of illocution speech acts into tabular form. furthermore, the collected speech acts are classified based on the kinds of illocution speech acts spoken by the main character to be analyzed. findings and discussions based on the data analysis, the researcher found the types of illocutionary speech acts using searle’s theory in the utterances uttered by merida as the main jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 47 character in the film brave (2012), including representative, expressive, directive, declarative, and commissive. the researcher identifies these types using the following table: table 1. the types of illocutionary acts no. types of illocutionary act frequency percentage 1. representative 32 55.2% 2. directive 16 27.6% 3. expressive 5 8.6% 4. commissive 4 6.9% 5. declarative 1 1.7% total 58 100% the researcher found 58 utterances produced by merida’s main character, which consisted of illocutionary speech acts using searle’s theory. there are thirty-two (32 times or 55.2%) representative acts, five (5 times or 8.6%) expressive illocutionary acts, sixteen (16 times or 27.6%) directive acts, four (4 times or 6.9%) utterances of commissive illocutionary acts, and the least frequently used is the act of declarative illocution which appears in only one (1 time or 1.7%) utterance. the types of illocutionary acts presented by merida as the main character this section addressed the first research question the researcher introduced in the first chapter: what types of illocutionary acts are used by the main character in the brave movie?. the response to the first study question was related to the types of illocutionary acts are used by the main character in the brave movie. 1. representative acts a representative is a speech act that encourages the speaker towards the truth of the proportion shown, thus bringing it to a truth value (yule, 1996, p.53). jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 48 milal & kusumajanti (2020) describe that assertive or representative acts are statements or sayings that convey information about a particular state of conditions. this type of speech act expresses the speaker’s confidence. these speech acts include states, demands, recognizes, shows, reports, mentions, speculates. a. excerpt 1 (datum 19) 00:03:37,676 --> 00:03:45,183 “i saw a wisp.” (states) the context of merida’s utterance occurs when she learns archery with her father and merida’s arrows miss their target and head towards the forest. then, merida’s mother, queen elinor, told merida to take the arrows into the forest, and she saw something. then, she told her parents. in the bold quotation, merida said to her parents that she stated to her parents the truth of what she said. in this case, merida stated that she had seen a light of hope when she had finished looking for an arrow that had entered the forest. merida expresses her belief that what is said is the truth. it is speech included in a paradigmatic case of representative. 2. directive acts this act shows the speaker’s hope or desire for the speech partner to do something. in its use, the speaker intends to acquire several action objectives regarding the future, to make the world fit his words through his speech partners. for example, they are asking, inviting, forcing, suggesting, urging, ordering. b. excerpt 2 (datum 4) 00:39:01,297 --> 00:39:12,599 “just take all the time you need to getting yourself right, mum.” (suggesting) jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 49 this speech’s context occurred after merida’s mother consumed the cake merida had given from the witch. merida took her mother, who was weak and slightly nauseous, from the kitchen to the bedroom. in merida’s speech in bold above, merida suggests her mother take a break so that her situation would be much better. from these remarks, merida described her representation so that her mother would immediately obey what merida said, namely taking a short break so that she would recover quickly. based on this, it is clear that merida’s illocutionary act suggests being included in the directive’s paradigmatic case. 3. expressive acts expressive is a form of speech act that expresses a speaker’s psychological action or statement in the form of joy, likes or dislikes, and sadness (yule, 1996, p.54). another definitive statement includes saying; thanks, congratulating, complaining, praising, pardoning, criticizing, blaming. c. excerpt 3 (datum 52) 00:41:14,973 --> 00:41:20,602 “there’s no point in having a go at me. the witch is to blame.” (blaming) the context situation occurs when merida’s mother is angry after knowing why she changed. besides, merida’s mother scolded merida with her bear “language.” based on merida’s utterance in bold print, merida felt no point in scolding her because merida felt she did not do that; she just asked the witch for help. then, since the witch did it, who made the potion, the witch was to blame. in this case, merida had committed an act of illocution by blaming the old witch. that is merida’s utterance, blaming it included in the paradigmatic of expressive. 4. commissive acts jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 50 a commissive illocutionary act is a form of speech act that encourages speakers to act in the future (yule, 1996, p.54). this type of speech act reveals the speaker’s intention to do something. in this speech, acts include swearing, promising, threatening, expressing ability, rejecting. d. excerpt 4 (datum 54) 00:12:33,253 --> 00:12:42,594 “i won’t go through with it. you can’t make me.” (rejecting) the context of the situation in merida’s utterance below occurs because merida is forced to determine her future by getting married. however, merida and her mother’s will was different. according to the quote in bold above, with a focus on merida’s utterances, merida rejects the plans her parents made for her life. she does not desire to get married and does not want her whole life arranged by her parents. merida does not want herself forced to do things she does not want to. the commissive here states what the speaker wants and his commitment to future actions. thus, the word rejection is included in the commissive paradigmatic of the illocutionary act. 5. declarative acts yule (1996) affirms that a declaration is a form of speech act that affects and changes the circumstances of certain events that occur at that time. this type of speech act is usually expressed by a particular party, such as a party representing an institution. it is because when performing these speech acts, the speakers themselves produce a change in the world. in this type of speech, the act includes impressing, deciding, prohibiting, granting, classifying, appointing, forgiving, naming. e. excerpt 5 (datum 58) 01:07:11,236 --> 01:07:24,790 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 51 “i’ve decided to do what’s right, and..., ...and..., ...break tradition.” (deciding) the context of merida’s speech below occurs when she and her mother return to the castle to retrieve a rug that is thought to be a tool so that her mother can change her form. however, at the same time, the clans who were waiting for queen elinor’s decision were furious because they had not received confirmation and met queen elinor. merida tried to calm them down and tell them something. in merida’s utterance in bold, knowing the situation is getting worse and the clans who are aggressively waiting for the queen’s decision, merida dares to reveal a decision that will change history and circumstances. merida revealed that she had decided to end the tradition that had been happening all this time, namely a tradition where every princess must marry a prince to record or carry on a history. thus, merida has changed something in the world that previously existed into nothing. from these utterances, it is clear that merida’s illocutionary act is deciding something by changing circumstances or traditions included in the declarative paradigm of illocutionary speech acts. the dominant type of illocutionary acts used by merida as the main character this section addressed the second research question, which the researcher introduced in the first chapter: what types of illocutionary acts are dominantly used by the main character in brave movie?. the response to the second study question was related to the types of illocutionary acts most frequently uttered in the brave movie. the researcher explained the available data analysis using searle’s theory of illocutionary speech acts, five types. these types include representative, expressive, directive, declarative, and commissive. the researcher found 58 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 52 utterances produced by merida’s main character, which consisted of illocutionary speech acts using searle’s theory. there are thirty-two (32 times or 55.2%) representative acts of which this is the most dominant, five (5 times or 8.6%) expressive illocutionary acts, sixteen (16 times or 27.6%) directive acts, four (4 times or 6.9%) utterances of commissive illocutionary acts, and the least frequently used is the act of declarative illocution which appears in only one (1 time or 1.7%) utterance. the most dominant representative acts appear in the utterances of the main character in the brave movie (2012) that a total of 32 times or 55.2% frequently used. because most of the roles of the main character who want to try to uphold justice as a princess with her statements, take responsibility for her actions, save her mother, try to ward off her father’s misunderstanding of her mother who is a bear instead of mor’du, and her life full of adventures. conclusions referring to the findings found and discussions, the researcher concludes based on the current study results. for the answer to the first research question, the five types of illocutionary acts are found. there are thirty-two times of representative, five times of expressive, sixteen times of directive, four times of commissive, and the least frequently used is the act of declarative, which appears only one time. concerning the second question's answer, representative acts became the most dominant act that was frequently used a total of thirty-two times. while the least frequently used is the declarative act that a total only one time used. references austin, j.l. (1962). how to do things with words. oxford: oxford university press. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 53 brave (2012 film) (n.d.). retrieved 20 august, 2021, from https://en.wikipedia.o rg/wiki/brave_(2012_film) cutting, j. (2002). pragmatics and discourse: a resource book for students. usa: routledge. dewi, r. f. (2020). hesitation phenomena in conversational interaction among speaking efl learners. nobel: journal of literature and language teaching, 11(1), 101-110. doi: https://doi.org/10.15642/nobel.2020.1 1. 1.101-110 hutajulu, f. s. l., & herman, h. (2019). analysis of illocutionary act in the movie “you are my home” english subtitle. journal of english educational study (jees), 2(1), 29-36. levinson, stephen c. (1983). pragmatics. london: cambridge university press. mey, j. l. (2001). pragmatics: an introduction (2 nd ed.). oxford: backwell publications inc. milal, a. d., & kusumajanti, w. (2020). assertive speech acts performed by teacher in efl classes. nobel: journal of literature and language teaching, 11(1), 83-100. doi: https://doi.org/10.15642/nobel.2020.11 .1.83-100 rahayu, f. n., arifin, m. b., & arini, s. (2018). illocutionary act in the main characters’ utterances in mirror mirror movie. jurnal ilmu budaya, 2(2), 175-187. ramayanti, d., & marlina, l. (2018). the analysis of types illocutionary acts in “tangled” movie. e-journal of english language & literature, 7(1), 1-8. sari, i. f. (2020). the speech act of cartoon movie: spongebob squarepants’ the movie. journal of linguistics and language teaching, 6(1), 126132. http://dx.doi.org/10.29300/ling.v6i1.2854 sartika, e., marzuqoh, s., & majid, k. (2019). the use of declaration of illocutionary acts of the korean-english drama “i hear your voice”. journal 22 of pragmatics research, 1(1), 30-42. doi: https://doi.org/10.1 8326/jopr.v 1i1.30-42 searle, j. r. (1979). expression and meaning: studies the theory of speech acts. usa: cambridge university press. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 54 sembiring, w. a., & ambalegin. (2019). illocutionary acts on aladdin movie 2019. journal basis, 6(2), 1-8. https://doi.org/10.33884/basisupb.v6i2.14 19 wardani, nur. a. (2011). an analysis of illocutionary act in prince of persia: the sand of time movie. published thesis. jakarta: universitas islam negeri syarif hidayatullah. yule, g. (1996). pragmatics. oxford: oxford university press. https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 189 received: accepted: published: august 9 th 2022 august 28 th 2022 september 14 th 2022 the implementation of tutorial video in learning writing on procedural text asep kiki* asepkiki9472@gmail.com english department, faculty of teacher training and education universitas islam nusantara zubaedah wiji lestari english department, faculty of teacher training and education universitas islam nusantara nuriska noviantoro english department, faculty of teacher training and education universitas islam nusantara abstract in learning, a language teacher need a media to support the activity. teaching media is a tool to make teaching learning process run effectively and efficiently. tutorial video is a video to transfer information about how to achieve something through a set of instruction. this study aimed to analyze the implementation of tutorial video in learning writing on procedural text and to analyze the students’ responses towards the use of video in learning writing on procedural text. this research was conducted with a qualitative approach with a case study. the obervation, test, questionnaire and interview were used in collecting the data. the participant of this research were 30 students of x ipa in sma muhammadiyah rancaekek. the result showed that by tutorial video helped their learning writing process and enhance their writing skill especially in vocabulary and content on procedural text. therefore, this research conclusion showed student had good impact in their learning writing process and had positif responses on enhance their writing skills on procedural text. keywords: tutorial video, learning writing, procedural text introduction in learning, a language teacher need a media to support the activity. teaching media is a tool to make teaching learning process run effectively and efficiently. bakri (2011, as cited in anggraini, 2015) divide teaching media in wide meaning and narrow meaning. media in wide meaning is people, material or event which can create https://jurnal.unigal.ac.id/index.php/jall/index mailto:asepkiki9472@gmail.com jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 190 condition so that students can get new knowledge, skill or attitude. in this meaning teacher, book, and environment is included in media. while media in narrow meaning is graphic, photo, picture, mechanic and electronic tools that use to express, process and also convey visual and verbal information. in addition, aniqotunnisa (2013, as cited in anggraini, 2015) stated that teaching media is all physical form that can convey message and can stimulate students to learn. one of the media that can be used in teaching is tutorial video. according to sumarni (2014, as cited in azurah, 2018) tutorial video is a video to transfer an information of how to accomplish something by means of a set of instruction. furthermore, daryanto (2011, as cited in qonita, 2020) states the tutorial is a multimedia learning in which the delivery of the material is carried out in a tutorial, as is the case with tutorials carried out by teachers or instructors, information containing a concept is presented with text, and images, both still and capable of moving and graphics. based on the definition of a video tutorial, it is a message that is packaged in the form of a video and contains material delivered by the instructor in a demonstration. usually students are more interested in learning by using media especially video, because video make them enthusiast and enjoy in learning and can momentarily eliminate the student’s bored during learning, especially in learning writing. writing is one of important skill which is needed in learning of foreign language. the importance of writing is acknowledged by sadiku (2015) that writing is a gem to pick. by writing, students are going to write or express students’ idea into words or sentences, especially in writing procedural text. according to arguel and jamet (2009, as cited in jupri, 2018) the use of video and dynamic pictures can improve the learning process of procedural contents. based on the researchers’ observation in the sma muhammadiyah 5 rancaekek, there were some problems in writing procedural text. one of the problem is most of the students had difficulties to express their ideas. sometimes, students difficult to start writing because they could not organize their ideas in writing procedure text well. another problem was students lack of vocabularies because they rarely practice writing text especially writing procedural text. to gain many vocabularies, the teacher usually exposed many kind english vocabulary from textbooks. practice using english textbooks can make students bored. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 191 according to harmer (1991, as cited in hayati, 2017) the over-use of textbook and thus repeatedly follow the sequence in each unit may become boring, and the routine textbook will become increasingly monotonous. in addition, the problem in teaching writing is that teachers often use traditional methods to teach writing and teachers usually use a teacher-centered approach. to solve the problem in learning writing procedural text, the researcher should use the media that is suitable and interesting to the students. one of media that can be used in learning writing procedural text is tutorial videos is an alternative media to make process of learning writing procedural text became effective. according to arguel and jamet (2009, as cited in jupri, 2018) the use of video and dynamic pictures can improve learning of procedural contents. learning writing procedural text some evidence show that by using tutorial video can throw boring and time consuming (annisa, 2021). using tutorial video to learn procedural text is effective in teaching learning process, so the students become easy in understanding and studying english. furthermore, sherman (2003, as cited in aminah, 2018) claims that there is a special thrill in being able to understand and enjoy the real thing in video. moreover, video provides a clear short term achievable aim for students, and by implementing video in teaching writing, the teacher can help the students to overcome one of the difficulties mentioned above. method the researchers approach of this research is qualitative. as fraenkel et al., (2012) state that qualitative research is referred to as a research study that examines the quality of relationships, events, circumstances, or materials. in this study, the research applied a case study research. the aims is to find out the use of tutorial videos in teaching writing on procedure text, and to find out the students’ responses towards the use of video in teaching writing on procedure text. as creswell (2014) states that case study research is most often described as qualitative inquiry. findings and discussion the first meeting was held on april, 18th 2022 at 11.30 a.m – 12.30 p.m. in the classroom, the teacher has prepared and planned the material before the teaching and learning process. in the first meeting observation, the teacher did the opening of the jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 192 teaching and learning, such as greeting, checked the students’ attendance list, and prayed. the results of observations at the first meeting of several students showed their participation and enthusiasm which gave positive responses and answers to the instructions given by the teacher. and also the researcher looked at some of the students' answers to the questions given by the teacher related to the material and their answers which showed that they paid attention seriously. but also some students were passive in following the learning process, it might happen because the students did not understand the material and when the teacher gave examples of procedural text they were difficult to understand the meaning of the whole text because of lack of vocabularies so they were shy to asked the teacher if they did not understood about the material. after being given a test (initial test) to make a procedural text with a list of food/drinks that have been given and the results of the student test, there are still many mistakes in choosing vocabularies and determining ideas. at the second meeting of observation, the meeting was held on may, 09th 2022 at 10:30 a.m – 12.30 p.m in the classroom. in the second meeting observation, teacher did the opening of the teaching and lerning as usual, such as greeting, checked students attendance list, and prayed together. the results of observations at the second meeting showed more student participation than the first meeting after being given learning using tutorial video entitled “how to make a delicious chinese fried rice”. usually only a few students actively provide opinions and answers, students respond well to the activities and instructions given by the teacher during the procedure text learning process using tutorial video. and also the researcher saw when students were asked to identify ingredients and methods of making food/drink, and analyze unknown vocabulary in the video tutorial about the procedure text that had been given. students can do it well even though students still find it difficult and confused in identifying materials and how to make it, and analyzing vocabulary that is not yet known in the tutorial video about the procedure text that has been given. the third meeting was held on may, 23rd 2022 at 10:30 a.m – 12:30 p.m in the classroom. the teacher started the activity as usual with greeting the students, checked students’ attendance list, and prayed together. the results of observations at the third meeting after students were given a video tutorial entitled "how to make a hot dog" most of the students asked to slow down the speed of the tutorial video a little. as usual, after the teacher showed the video tutorial jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 193 twice, the teacher asked students to identify the ingredients and how to make food/drinks, and analyze the vocabulary they did not know in the video tutorial about procedure text that has been given. at the third meeting, students were able to did it better even though students still felt a little confused in identifying the material and how to make it, and analyzing vocabulary that they did not understand in the tutorial video. the fourth meeting was held on may, 30th 2022 at 10:30 a.m – 12:30 p.m in the classroom. the teacher started the activity as usual with greeting the students, checked students’ attendance list, and prayed together. the results of observations at the fourth meeting after students were given a video tutorial entitled "how to make strawberry milk" most students had enjoyed the video tutorial and most students were active in answering the questions given by the teacher. when the teacher showed the video tutorial at the fourth meeting, there were no students who complained it was difficult or students asked to slow down the speed of the video tutorial, most students focused on listening to the video tutorial. as usual, after the teacher shows the video tutorial twice, the teacher asks students to identify the ingredients and how to make food/drinks, and analyze the vocabulary they don't know in the video tutorial about procedure text that has been given. at the fourth meeting, most students were able to do it very well and there were no difficulties or confusion in identifying the material and how to make, and analyzing the vocabulary that they did not understand in the video tutorial. the fifth meeting was held on june, 6th 2022 at 10:30 a.m – 12:30 p.m in the classroom. the teacher started the activity as usual with greeting the students, checked students’ attendance list, and prayed together. in the last meeting observation, students have experienced better changes and better responses to the use of tutorial video during the learning process. at the last meeting, most of the students were active and serious in writing, and the researcher saw that the students were already confident in writing their procedural text. conclusions the researchers found out that the use of tutorial video in learning writing on procedural text well-applied in ell in the purpose to helped the students to develop their writing skill and the students were already confident in writing their jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 194 procedural text. the use of tutorial video in learning writing on procedural text to have a good improvement on students' writing especially in determining ideas and increasing vocabulary, it could be seen from their writing tests, which all students get higher scores when learning writing procedural text using a tutorial video compared to learning procedural text before using tutroial video. the students had positive responses towards the use of tutorial video in learning writing on procedural text. this is proven by the information from the questionnaire and interview. almost in all aspect, most of students gave very positive responses towards the use of tutorial video in learning writing on procedural text, and students get higher motivation when they learning writing by using tutorial video. references aminah, s. 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(2018). peranan media pembelajaran dalam meningkatkan minat belajar mahasiswa. jurnal komunikasi pendidikan, vol.2 no.2, juli 2018. doi:https://doi.org/10.32585/jkp.v2i2.113 https://www.researchgate.net/profile/hasan-djidu/publication/324923893_teachers%27_knowledge_about_higher-order_thinking_skills_and_its_learning_strategy/links/5cadbb8d458515cd2b0d4d8d/teachers-knowledge-about-higher-order-thinking-skills-and-its-learning-strategy.pdf https://doi.org/10.26417/ejls.v1i1.p29-31 https://doi.org/10.32585/jkp.v2i2.113 https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 received accepted published december 2020 february 2021 february 2021 analyzing syllabus’ learning objectives in the lesson plan rizki widiastuti rizkiwidiastuti99@yahoo.com university of bengkulu syafryadin syafryadin@unib.ac.id university of bengkulu istiqomah nur rahmawati ishitapotter@gmail.com uin raden intan abstract introduced to relatively new curriculum, ktsp, teachers are given the challenge to develop the curriculum, the syllabus, the lesson plan and the activities in the classroom, yet the teachers seem still have the difficulties in developing the curriculum, integrating the learning objectives in the syllabus into activities lay in lesson plan thus this study is conducted in purpose to find out how teachers interpret the learning objectives in syllabus into the lesson plan, discover the difficulties and how the teachers overcome the difficulties. qualitative-descriptive design was used in conducting the study. the study found that teachers using the existed syllabus and lesson plan, which can be provided by school or available on the internet. they do not modify or revise the syllabus; they use it as guidance for their teaching. they modify the lesson plan by seeing the condition of the class and students‟ character without stating it into formal form of lesson plan. yet the teachers are able to interpret and implement the objectives in the syllabus into learning activities well and create the appropriate situation in the classroom. the difficulties faced by the teachers are mainly because they are inexperienced teachers, with relatively short period of time they are still in the process of recognizing and understanding the surroundings, relate to the aspects within the school, students and curriculum itself. keywords: curriculum, ktsp, lesson plan, qualitative-descriptive, syllabus. introduction as the agent who interacts directly with the components of curriculum, teacher is expected to have ability in dealing with the change. introduced to relatively new curriculum, jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 72 ktsp, teachers are given the challenge to develop the curriculum, the syllabus, the lesson plan and the activities in the classroom. the curriculum itself demands high creativity and independency in the development, whether in developing the syllabus and integrating it into the lesson plan. yet in reality there are many teachers still only copy from the others because of many reasons. this is the evidence that the teachers seem still have the difficulties in integrating the objectives in the curriculum into activities lay in lesson plan, thus this study is conducted in purpose to find out how teachers implement the objectives in ktsp curriculum into syllabus and the lesson plan, discover the difficulties and how the teachers overcome the difficulties. the research questions and aims of the study are to describe the interpretation of objectives in syllabus in to the lesson plan, to discover the difficulties teachers faced in interpreting the objectives in syllabus into a lesson plan, and to find out the solutions of the difficulties considering the aims of this study, those involve a process of analysis. that is why this study represents a qualitative study, since it is carried out in natural setting. because of this study is to analyze and describe the real situation, condition and setting, it is best to use descriptive technique. descriptive study is an investigation that tries to describe the existing phenomenon, current events, condition and situation. the study is conducted in one of private senior high schools in bandung. the school curriculum is analyzed to gain the information to answer the first research question. the syllabus of english lesson of second semester of the first grade of senior high school is analyzed to relate the relevance to the curriculum and first research question. to gain more information about the implementation of objectives, lesson plans are also analyzed. as the analysis is based on the curriculum, syllabus and lesson plan, the participants of this study are the teachers who teach first graders of senior high school. there are two teachers who will be asked to have the interview and to show their syllabus and lesson plan. they are about 24-25 years old. one is female and the other one is male. they have been teaching in the school for about two years. they are chosen based on the consideration that they are new to the education field in reality and may have the difficulties in dealing with the curriculum, which can lead to the answer of second and third research questions. this qualitative study is associated with particular data collection strategies, as follow: document analysis the main data for this study will be gained from the analysis of document. the documents are curriculum, school curriculum, syllabus, and lesson plans. the english syllabi will be analyzed along with the lesson plans. it is limited only for the second semester of first jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 73 grade of senior high school. second semester of english syllabi consists of 14 lesson plans and cover 4 learning skills, listening-speaking, reading-writing. interview two teachers are interviewed to obtain information about their understanding and implementation of curriculum, objectives lay in it, contents including syllabus and lesson plan. when interviewed the teachers, tape recorder was used to record the interview, so that the record can be replayed and the data can be analyzed easily. the researchers recorded the information from the interview by taking notes or using audiotapes. during the interview, taking notes was conducted since the need of a transcription was important (creswell, 1994). after getting the data, they were categorized to get the „theoretical sensitivity‟ dealing with data collection as it is stated by glasr in alwasilah (2007). the data gained from document analysis is used to answer and describe the first research question. the curriculum, syllabus and lesson plans are analyzed to portray how teacher integrate the objectives in curriculum into their lesson syllabi and lesson plans. the data from the interview were also used for cues reflected the aspects related to the implementation of curriculum objectives. the interview data were analyzed based on three research questions. there were three steps of analyzing the interview data. firstly, the interview data was transcribed. during the transcribing the researchers used initial name to keep its objectivity toward the respondents in analyzing further data. after transcribing, the interview data were returned to the respondents to ensure that the transcription really reflects of what they mean and if it was possible to get input from them. then the transcribed data were categorized into the topic of this study based on the research questions to be interpreted and compared with the theories underlining this study. second and third research questions which cover the difficulties and the solution to the problem are mainly answered by the data gained from interview. the data are coded into several themes and listed to make sure that all of the participants‟ views have been inserted. triangulation data from all data resources were analyzed to ensure that all the data refer to the same conclusion. this was done to confirm the validity to make the conclusion. curriculum the term curriculum refers to a very broad field of inquiry that deals with what happens in schools and other educational institutions, the planning of instruction, and the study of how related parties collaborate to accomplish the objectives. as stated by richards (2001) a curriculum in a school context refers to the whole body of knowledge that children acquire in schools. in addition, harmer (2007) stated that curriculum is all those activities in which children engage under the auspices of the school. this includes not only what pupils jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 74 learn, but how they learn it, how teachers help them learn, using what supporting materials, styles and methods of assessment, and in what kind of facilities. four fundamental questions must be answered in developing any curriculum and plan of instruction. these are: educational purpose to attain, educational experiences can be provided to attain the purpose, these educational experiences be effectively organized, evaluation (tyler 1950) in posner (1992). in conclusion, in curriculum there are basic essentials, which cover objectives or aim, process of learning which has methods and content and the last one is evaluation or assessment. syllabus syllabus is a part of curriculum which describe the details of curriculum, especially in indonesia, syllabus specify standar kompetensi (sk) and kompetensi dasar (kd). according to nunan (2001), syllabus is „a specification of what is to be taught in a language program and the order in which it is to be taught‟. in addition, nunan (2001), in his book titled “syllabus design”, has provided some idea of the scope of syllabus design. in making a language syllabus, there are necessary components which need to be considered. they are: grammatical structures, functions, notions, topics, themes, situations, activities, and task‟. these components are important for teacher and syllabus designer in developing their own syllabus. according to posner (1992) syllabus is a plan for the entire course which includes the goals and/or rationale for the course, topic covered, resources used, assignments given, and evaluation strategies recommended. syllabi might also include learning objectives, learning activities, and study questions. rodgers (1989, 26) in richards (2001) commented that syllabi, which prescribe the content to be covered by a given course, form only a small part of the total school program. as we know, in recent years, a major trend in language syllabus design has been the use of information from and about learners in curriculum decision-making. thus the syllabus has to take the students‟ characteristics into account. for that reason, government accommodates this account in to the policy of ktsp curriculum which allows teachers flexibility and space to develop curriculum into functional syllabus and lesson plan. lesson plan in giving more detail description from the syllabus, and clearer steps of teachinglearning activity in the classroom, teachers need „a map‟ to be followed to reach specific learning objectives. thus teachers need to plan the „route‟, which is called lesson plan. lesson plan can be very useful for both teachers and students, accordance to it, harmer jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 75 (2007) stated that „by encouraging teachers to plan lessons with essentially linear aims, we might be producing teachers who are unaware of the complex patterns that are woven in the interaction between learners and the language to which they are exposed, and which they produce‟ in addition, he added for inexperienced teachers, a plan – a mental structure„might be just the map for the student too, like to know what their teacher has for them, help them through the landscape. according to harmer (2007) there are some features that we have to consider in making the lesson plan: aims, class profile, assumptions, personal aims, skill and language focus, timetable fit, potential learner problems and possible solutions, and success indicators. a study conducted by ratnawati (2017) claimed that lesson plan is highly needed to develop in order to overcome problems in teaching and learning process learning objectives objective is one of the most fundamental things in every program. there is no planning without the objectives, it is used to give direction in learning process and allow the evaluation to refer to. learning objectives are the intended educational consequences of particular courses or units of study. whenever and however we are able to express what we want students to learn, we are dealing with learning objectives. tyler in richards (2001) argued that educational objectives should describe learner behavior (not teacher behavior) and should identify what changes have come about in learners as a result of teaching. in order to give a more precise focus to program goals, aims are often accompanied by statements of more specific purposes. richards (2001) proposed that an objective refers to a statement of specific changes a program seeks to bring about and results from an analysis of the aim into its different components. objectives generally have the following characteristics: describe what the aim seeks to achieve, provide a basis for the organization of teaching activities, and describe learning in terms of observable behavior or performance. because the objectives are statements of more detail aims so the objectives‟ statements should meet the characteristics as proposed by richards (2001): describe a learning outcome, should be consistent with the curriculum aim, should be precise, and feasible. method this research used a qualitative descriptive, where qualitative is a research design which describes the phenomenon (creswell, 2015: ary, et al. 2010). this study used a document analysis and interview as instruments to gather the data. the instruments had been validated by the expert judgments. the method of data collection were (1) gathering the syllabus and lesson plan of the first grade of senior high school, (2) analyze the lesson plan, (3) conducting jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 76 the interview to the teacher. the data were analyzed by several steps using mile, huberman & saldana (2014). those steps are (1) data gathering, (2) data display, (3) data reduction, (4) conclusion. figure 1. analysis of qualitative data findings and discussion the data is taken from the first grade of senior high school; it is limited only for the second semester and covers four skills in language learning. syllabus development focus on two components: standar kompetensi and kompetensi dasar. beside these two, syllabus has other features: materi pembelajaran (content), kegiatan pembelajaran (process of learning including the method or technique), indikator pencapaian kompetensi (learning objectives), alokasi waktu (time allocation), sumber belajar (source of learning, including textbook or media) and penilaian (evaluation). since ktsp also has character-building aspect, thus syllabus has also included aspect of nilai budaya dan karakter bangsa (nationalitycharacterized) and kewirausahaan/ekonomi kreatif (entrepreneurship and economiccreative). table.1 sk-kd in listening skill standar kompetensi kompetensi dasar pengumpulan data reduksi data penyajian data penarikan kesimpulan/verifikasi jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 77 mendengarkan 7. memahami makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari 7.1 merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan seharihari dan melibatkan tindak tutur: berterima kasih, memuji, dan mengucapkan selamat 7.2 merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan seharihari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan 8. memahami makna dalam teks fungsional pendek dan monolog yang berbentuk narrative, descriptive, dan news item sederhana dalam konteks kehidupan sehari-hari 8.1 merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari 8.2 merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan seharihari dalam teks berbentuk; narrative, descriptive, dan news item sk-kd is two elements in standar isi which lead to the development of syllabus, 7.1 is receptive skill, listening. the bold-italic-underlined sentences are the content or material should be covered in the process of learning which lead to the indicator and learning objectives in lesson plan. table 2 indicators and learning objectives of listening skill 10 th grade 2 nd semester indikator pencapaian kompetensi (in syllabus) tujuan pembelajaran (in lesson plan) • mengidentifikasi kata yang didengar • mengidentifikasi makna kata • mengidentifikasi hubungan antar pembicara • mengidentifikasi makna tindak tutur berterima kasih • merespon tindak tutur berterima kasih • mengidentifikasi makna tindak tutur memuji • merespon tindak tutur memuji • mengidentifikasi makna tindak tutur mengucapkan selamat • merespon tindak tutur mengucapkan selamat • mengidentifikasi konteks situasi siswa dapat mengidentifikasi kata yang didengar siswa dapat mengidentifikasi makna kata siswa dapat mengidentifikasi hubungan antar pembicara siswa dapat mengidentifikasi makna tindak tutur berterima kasih siswa dapat merespon tindak tutur berterima kasih siswa dapat mengidentifikasi makna tindak tutur memuji siswa dapat merespon tindak tutur memuji siswa dapat mengidentifikasi makna tindak tutur mengucapkan selamat siswa dapat merespon tindak tutur mengucapkan selamat siswa dapat mengidentifikasi konteks situasi jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 78 the word „identifying‟ and „responding‟ are used in stating the indicator of competence achievement in listening skill. the indicators are re-stated in the learning objectives, which according to richards (2001) has four characteristics: objectives describe a learning outcome. expression used in the learning objectives is „able to identify‟ and „able to respond‟. it can reflect the competency expected to achieve by the learners. objectives should be consistent with the curriculum aim, in listening skill the aim or sk (standar kompetensi) is understanding the meaning in transactional and interpersonal conversation in daily life context (memahami makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari). because the aim relates to transactional and interpersonal conversation in daily life context, an objective in the domain of identifying the meaning and responding the expression of thanks, compliment and congratulation is consistent with the aim. objectives should be precise. objectives should precisely and specifically describe. in the objectives, it is stated the kinds of the conversation. the interpersonal conversation covers expression of thanks, compliment and congratulation, how to identify and respond to the expressions. objectives should be feasible. this character is closely related to the time allocation. in the syllabus it is stated that the time allocation for the conversation which involve the expressions of thanking, complementing and congratulating (berterima kasih, memuji, dan mengucapkan selamat) is 3 meetings which consist of 2x45 minutes each meeting. different from the conversation which contains expression of surprised/shocked, accepting the invitation and offer (menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan). the time allocation for each objective is considering the material, the process of learning including the learning activities and time available during the course. table 3 sk-kd in speaking skill standar kompetensi kompetensi dasar berbicara 9 mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari 9.1 mengungkap-kan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih, memuji, dan mengucapkan selamat 9.2 mengungkap-kan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosiali-sasi) resmi dan tak resmi jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 79 secara akurat, lancar dan berterima dengan mengguna-kan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan 10 .mengungkapkan makna dalam teks fungsional pendek dan monolog sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari 10.1 mengungkap-kan makna dalam bentuk teks lisan fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi dengan menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari 10.2 mengungkap-kan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, descriptive, dan news item table 4 sk-kd in reading skill standar kompetensi kompetensi dasar membaca 11 memahami makna teks fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan 11.1 merespon makna dalam teks fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari 11.2 merespon makna dan langkah-langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative, descriptive, dan news item table 5 sk-kd in writing skill standar kompetensi kompetensi dasar menulis 12 mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari 12.1 mengungkapkan makna dalam bentuk teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari 12.2 mengungkapkan makna dan langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 80 table 6 indicators and learning objectives of writing skill 10th grade 2 nd semester indikator pencapaian kompetensi (in syllabus) tujuan pembelajaran (in lesson plan)  menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat  menulis gagasan utama  mengelaborasi gagasan utama  membuat draft, merevisi, menyunting  menghasilkan teks fungsional pendek  siswa dapat menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat  siswa dapat menulis gagasan utama  siswa dapat mengelaborasi gagasan utama  siswa dapat membuat draft, merevisi, menyunting  siswa dapat menghasilkan teks fungsional pendek in productive skill, like writing above, learning objectives are stated in relatively vary statements. the aim or sk in writing skill is to express the meaning in functional written text, to define it more precisely objectives are stated using „use‟ „write‟ „elaborate‟ „make the draft‟ and „produce functional text‟. the four characters of objectives proposed by richards (2001) have been applied in the syllabus and integrated well in the lesson plan. since the main purpose of ktsp curriculum is to give space to each school to develop its potential, the syllabus has to deal with the vision, mission and the purpose of the school itself, which is must be different from the other school. and in relation to the characterizedsyllabus, the values of culture and nationality characters and the entrepreneurship have also been stated in the syllabus, the lesson plan and reflected in the learning activities in the classroom. the characters below are the stated values in relation to the writing skill. table 7 vision, mission and purpose of the school vision mission purpose “berakhlak mulia, berwawasan kebangsaan,unggul akademik, unggul vokasional, dan mampu bersaing di tingkat nasional maupun internasional”  mewujudkan budaya rm2kdi (budaya religi, budaya mutu, budaya malu, hudaya kreatif, budaya disiplin dan budaya inovatif)  mewujudkan peserta didiknya menjadi duta keenian daerah di tingkat nasional maupun internasional.  mewujudkan lingkungan hidup sekolah yang nyaman, bersih, dan berestetika standar internasional.  terbentuknya siswa yang berakhlak mulia dan cinta akan budaya daerahnya.  membina siswa untuk mneguasai ilmu pengetahuan, teknologi, dan seni sehingga dapat mewujudkan cita-cita melanjutkan pendidikan ke jenjang yang lebih tingi maupun terjun ke masyarakat.  siswa memiliki bekal potensi bidang non-akademis yang berguna dalam menunjang kehidupan di masyarakat. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 81 in relation to the vision and mission of the school which emphasizes on religion (berakhlak mulia), vocational, culture and art, these aspects are reflected in the culture and entrepreneurship values in the syllabus and lesson plan. table 8 content of cultural and nationality character as character building features in the syllabus all of the aspects in the syllabus have been integrated well into the lesson plan, from the aim (sk-kd) into objectives in lesson plan and features which accommodate the vision, mission and purpose of the school itself. syllabus and lesson plan of two teachers were analyzed, yet it was found that no differences in two syllabus and lesson plan between the two teachers, since the female teacher teaches in the regular classes and the male teacher teaches in the international-based classes. we can conclude that they share the same syllabus and lesson plan. from the interview both teachers said that they do share the syllabus and lesson plan without giving any improvement or adjustment to the condition of their school, whereas ktsp gives the flexibility in developing different syllabus which can accommodate the different situation in the school. they said that when they are teaching, they only see the content and the learning objectives of the syllabus and developing it in the classroom activities considering the situation, condition of the class and the characters of the students. the development itself can be in the shape of modifying the material, technique, methods, and the source of material, media or even the time allocation. the decision is taken considering the students‟ needs, condition and character in each class. these two teachers do not take note their changing plan into fixed plan, or what we called lesson plan. the plan is running in their mind and they just do it in the class room. they said that the most important thing is to accomplish the learning objectives. as it is found that in fact, both teachers share the same syllabus and lesson plan, it may be an evident that they face the difficulties in implementing ktsp curriculum, while nilai budaya & karakter bangsa kewirausahaan/ekonomi kreatif religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab  percaya diri (keteguhan hati, optimis).  berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).  pengambil resiko (suka tantangan, mampu memimpin)  orientasi ke masa depan (punya perspektif untuk masa depan) jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 82 ktsp can accommodate their creativity and students‟ need in terms of teaching-learning activities. the main data for answering this second research question is from the interview of the two teachers. from the interview, it was revealed that they have several difficulties: 1. the complex statement of sk-kd. though the statement is written in bahasa indonesia, they found that the construction and meaning embedded is complex and hardly to understand. they need more elaboration to integrate it into more instructional or operational term. 2. it is found that the existence of example syllabus and lesson plan from bsnp itself become a barrier. actually, the school expects teachers can develop their own syllabus regarding to the example but in the reality, teachers think because of the example is made by the expert, and they feel that it is compatible with the condition and situation in their fields, so the example is become the fixed-syllabus. they apply it without any improvement, revision or development. though, they manage their daily lesson plan by considering students‟ characters and condition. 3. less-experienced teacher. as our subjects of the research are two teachers who have just been teaching for about 2 years, we found that they have lack of experience in dealing with the curriculum changing. they seem have a little background knowledge of curriculum, though they were graduated from educational degree. so they have difficulties in modifying the syllabus which meet the students‟ need, students‟ characters, class condition and government or school expectations. 4. reluctance in writing the lesson plan. teachers make up the lesson plan in their mind without writing it into the fixed lesson plan. they usually see the sk-kd and indicators which reflect the objectives and they go on with their own way. this may be caused by less time of preparation of the teacher in planning the lesson. 5. the separation between lesson and character score, in relation to the character-building or syllabus berkarakter. in the syllabus we have to insert the characters which can be built during the session in the classroom. teachers see that it is an awkward thing, they perceive that characters are embedded or integrated in the lesson itself, and there is no need to separate the division of lesson and character. this is one reason why they are reluctant to develop the curriculum. 6. students and teachers‟ readiness in dealing the genre-based approach. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 83 as this study is within the scope of language teaching, especially english as foreign language and its relation to the intention of increasing indonesia literacy, government apply genre-based approach. the approach emphasizes the use of variety texts in purpose to increase students‟ ability to read and later to write. teachers see this situation as an obstacle, in the field they see the reality that the students are „helplessly‟ conduct this approach. even for reading an english text the students still cannot pronounce the words well, moreover in understanding and comprehending the content of the text. this is the confusion of teachers, whether they have to accommodate two basic needs of government in this case school and students. teachers’ strategies to overcome the difficulties the raised problems above later on will have to be solved. these two teachers have been about 2 years in teaching field, it means they have applied ktsp curriculum in their teaching experience. this section proposed on how teacher implement ktsp curriculum, define objectives into syllabus and integrate those objectives in the lesson plan, this section deals with the way teachers overcome their problem during the implementation of ktsp. the data is derived from the interview of both teachers. it is found that they apply several strategies to cope with the problem aroused. 1. sharing and gathering. good coordination in sharing the knowledge of curriculum between senior and junior or less-experienced teacher can enhance everybody‟s horizons in the community. we assume that senior teachers also may face the difficulty in implementing this relatively new curriculum. by sharing the ideas among the teachers it is expected to decrease the confusion and difficulties in implementing the curriculum into syllabus and lesson plan. 2. do on their own ways. regardless the deeper understanding of the implementation of ktsp, teachers have to run the teaching-learning activity. their creativity is required to deal with the problem arouse. the most important thing is they know well their adjectives, know the students‟ characteristics and needs, know the expectations of school and government. as long as they can meet these elements, they will survive in accomplishing the objectives. 3. coordination and collaboration among teachers or between school and teachers. it is stated by the teacher, that he believes that the success of the foreign language depends on the ability of students in their first language, in this case bahasa indonesia. it is better to have the coordination among the language teacher to have the same vision, for example the need of improving the literacy level is not solely responsibility of english teachers but jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 84 also all subject teachers. it is suggested that language teachers in school have the linear objectives. it can be possibly done, for example our objective is to improve the literacy level, by giving the same assignment through reading or writing the journal in indonesia, english even in japanese or sundanese, it is highly expected that students are able to get used themselves to the „literacy‟ environment. 4. find the source to learn. the reluctance of developing the curriculum must be solved. one way of doing that is by reading more, find the literature about the curriculum and keep learning. one of the indications of reluctance of developing the curriculum is lack of understanding of the matter. being a teacher is not merely to teach but also to learn, learn new things, not only the technique, methods, sources but also beyond those things. teachers also need to understand the system and circumstances in this country, to build the awareness and will to hand in hand with the government through school to reach the main purpose, to increase the literacy level of indonesia. conclusions when talking about curriculum especially in education field, we talk about something which is very broad and involves many parties, components and aspects. as one of the components of curriculum, objectives play a crucial role in defining the whole process of making the syllabus and lesson plan. after analyzing the learning objectives in syllabus and in the lesson plan, it is found that the two aspects are congruent or relevant; unfortunately teachers do not show that they have modified or revised the syllabus and lesson plan. since it is found that they share the same syllabus and lesson plan. in the process of implementing the relatively new curriculum, ktsp teachers sometimes find difficulties. the difficulties cover the elements of curriculum, in the level of syllabus or even in the lesson planning. the difficulties start from the complex statement of sk-kd, the existence of example syllabus and lesson plan from bsnp itself become a barrier, less-experienced teacher, reluctance in writing the lesson plan, the separation between lesson and character score, to students and teachers‟ readiness in dealing the genre-based approach. the possible strategies in dealing with the problem are by sharing and gathering, teachers initiate and creativity in modifying the syllabus and lesson plan on their own ways, coordination and collaboration among teachers or between school and teachers, and the last one is find the source to learn. references alwasilah, a. c. (2007). pokoknya kualitatif. bandung.: pt. dunia pustaka jaya. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 85 ary, d., jacobs, l. c., sorensen, c. k., walker, d. a., & razavieh, a. (2010). introduction to research in education. measurement (8th ed., vol. 4). usa: wadsworth, cengage learning. https://doi.org/10.1017/cbo9781107415324.004 creswell, j.w. (2015). research design: qualitative, quantitative, and mixed method. sage publication. harmer, j. (2007). the practice of english language teaching. malaysia: pearson education limited. kurikulum sma bpi 1 bandung (revisi) tahun pelajaran 2011-2012 nunan, d. (2001). syllabus design. oxford: oxford university press. posner, g.j. (1992). analyzing the curriculum. united states of america: mcgraw-hill, inc. ratnawati. (2017). developing a lesson plan for teaching english for specific purposes to adult learners at a private university. journal of applied linguistics and literacy. vol 1 (2). richards, j. c. (2001). curriculum development in language teaching. cambridge: cambridge university press. https://doi.org/10.1017/cbo9781107415324.004 microsoft word 2 widya https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 received accepted published august 13 th 2021 february 19 th 2022 february 27 th 2022 the influence of task-based learning approach and self-confidence toward students’ speaking ability at sman 4 palembang widya sartika* widyasartika277@gmail.com sman 4 palembang tahrun runtah98@yahoo.com pgri university of palembang indonesia magdad hatim hatimmagdad@gmail.com pgri university of palembang, indonesia abstract this research aims to analyze the influence of task-based learning approach and self-confidence toward students’ speaking ability. the writer distributed pretest, posttest, and questionnaire in collecting the data. in addition, in analyzing the data, the writer used t-test and two-way anova. the findings of this study were (1) there was a significant difference between the speaking ability of the eleventh grade students who had high self confidence taught by using task-based learning approach that of those who were taught by using conventional technique. (2) there was a significant difference between the speaking ability of the eleventh grade students who had low self confidence taught by using taskbased learning approach and that of those who were taught by using conventional technique (3) there was a significant difference between of the speaking ability of the eleventh grade students taught by using task-based learning approach and that of those who had high and low self confidence (4) there was any significant difference between of the speaking ability of the eleventh grade students taught by using conventional technique and that of those who had high and low self confidence (5) there were any significant interaction effects of task-based learning approach and students’ self confidence towards their speaking ability. keywords: influence, task-based learning approach, self-confidence, speaking ability jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 24 introduction in the era of revolution industry 4.0, english is very important and as the main communication tool in all lives. almost all people and learners communicate in english in social side, business, economics and education. and all the companies now are recruiting only for those who speak fluent and correct english. luoma (2004) claimed that speaking skill is an important part of the curriculumn in language teaching and it makes them as an important object of assessment as well and that is why students must be able to speak in english. baker (2003,p. 5) stated that “more and more indicators, government, ministries of education and employees need people who are able to speak english well because, students who can speak english well will have more chance to get good jobs.” the problems are found that many students still cannot speak and still faces difficulties to communicate in english even the fact shows that english has been taught from elementary school up to university. as we know, english very extremely dominates in all international communication aspects. moreover, students are expected to interact in english. the writer expects the students to learn receptive and efficient language skills. receptive skill means an ability to receive messages in english from someone's utterances or writings. meanwhile productive language skill means ability to apply the language to express their thoughts and ideas in spoken and written communication. according to fahmi (2019, p. 2),“speaking is a complex skill among the four language skills which becomes a problem for most students.” the best way to do is to improve and develop soft skill in order to be ready to face revolution industry 4.0 such as by enabling the students to improve their speaking ability jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 25 especially in english. nunan(1991:39) stated that “speaking skill is an essential process for learning english.” speaking performances are an indicator of academic success and, finally, life in the future. it shows that speaking is the hardest skill to master, especially for students from rural areas. however, there are recommended activities to aid the aquisition, storage, retrieval, and use of information which have been proved to make learning easier, faster, enjoyable, selfdirected, effective and transferable to new situations (oxford 1990:8). self confidence is the biggest problem for the students to be creative and brave when they speak up and share ideas in front of the class. it can be seen when they are in english class, they like to stay in comfort zone, fear failure and so avoid to take risks. furhermore, most students come from rural areas. the writer is most concerned about encouraging the students to speak english. self confidence is one of the influences that plays an significant role in deciding the ability of the learners to interact speaking skills. kelly (1989, p. 3) defined that “one main reason we feel confident in some situations is what we know the skill to perform the behaviors that are important in the situations.” the instructors are not only busy in teaching and focusing on language teaching based on grammar but also the most important thing is creating a learning atmosphere and a learning process activly, inspiring, motivating, and developing self confidence so then the students are expected to become students who have the initiative and creative minds. the problems mentioned above are also found at sman 4 palembang. related on the experiences in the teaching learning processes, students are not only able to compose and interpret also misreading, but still have trouble concentrating and understanding english communicating spesially. however, when the instructors ask them to speak and practice, they prefer to keep silent jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 26 and unfortunately, the reality found in the class they refused to do it. and there were few students who actively involve during the english lessons. students need to build up their self-confidence to have the courage to speak. to resolve the problem, the writer selects the task-based learning approach to improve the students' self-confidence while communicating as the main objective of this analysis. as a teacher, the writer believes that teaching speaking is not easy. hornby (1995, p. 37) stated that “teaching means giving the instruction to a person and give a person knowledge and skill. it is obvious that the teaching of speaking is guidance to connect from one person to another.” that is why the researcher should introduce task-based learning in speaking teaching since the sman 4 instructor always considers the students' skill always weak and the students hardly train. task based learning is one of approach which is used in teaching and improving speaking skill. task-based learning has several types of activity that can be given and explored to the students. according to ellis (2003, p. 17), “task based learning is a form of teaching that treats language primarily as a tool for communicating rather than a subject for study or manipulation”. lee (2001, p. 56) note that “task-based instruction provides comprehensible input and promotes communicative interaction among the learners using the target language.” the conclusion is task-based learning can develop and improve the students’ competence to use foreign language effectively, easily and actively. to improve the quality of teaching and learning speaking ability and solve student’s problems in mastering speaking, the writer used task-based learning approach in teaching speaking ability and self-confidence. according to thanghun (2012), task-based learning approach could help students to increase their abilty in speaking. nunan (2004, p. 25) claimed that “task-based jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 27 learning strategy provides many advantages in teaching english as a foreign language because it offers language experience in the classroom.” task-based learning focuses on learners using language naturally in pair of group work, allowing them to share their ideas. in task-based lesson, the teacher/ instructor sets a task for students to do that involves the use of language not yet studied in class or language studied previously that the teacher wishes to revise. the language point chosen is known as a target language. the task might be an activity from the course book that was intended as a practice of a language point or an activity from a supplementary source. the teacher sets up the task and observes students as they get on with it. the teacher pays particular attention to the students’ performance with the target language. method in this study, the writers researched the eleventh grade students at sman 4 palembang in the academic year of 2019/2020. the school was located at jln. ki anwar mangku, plaju. it was planned for two months in eight meetings that started from april 2020 to july 2020. there are six meetings in the study to see the influence of the task-based learning approach to develop the students’ speaking ability. six meetings were conducted to see the influence of task-based learning approach of the students’ self-confidence for improving speaking ability. the writer took students’ self-confidence questionares’ score, pre-test, post-test. post-test scores were compared determine the influence of the treatment. thewriters used 2 x 2 (two by two) factorial designs case. there were two factors (task-based learning approach and students’ self-confidence). in jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 28 addition, creswelll (2012, p. 311) noted that “the purpose of this design is to study the independent and simultaneous effects of two or more independent treatment variables on an outcome.” findings and discussions findings the following are the full results of hypothesis testing in this findings: a. measuring the significant difference in speaking ability between the eleventh grade students who had high self confidence taught by using task-based learning approach and who were taught by using conventional technique at sman 4 palembang (research problem number 1) table 1. independent samples test levene's test for equality of varianc es t-test for equality of means f si g. t d f si g. (2 m ea n s t d 95 % co jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 29 tai le d) di ff er en ce . e r r o r d i f f e r e n c e nfid enc e inte rval of the dif fere nce lo wer u p p e r h ig h _ e x p _ c equal varian ces assum ed . 1 0 8 .7 45 4 . 2 4 7 4 0 .0 00 6. 71 4 1 . 5 8 1 3.5 19 9 . 9 0 9 equal varian ces 4 . 2 3 9 . .0 00 6. 71 4 1 . 5 3.5 19 9 . 9 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 30 o n v not assum ed 4 7 9 1 5 8 1 1 0 the statistics calculation by using independent t-test was found that sig (2-tailed) was 0.000 since the sig (2-tailed) was lower than the significant level 0.05, it is significant . therefore, there was a significant difference in speaking between the students who had high self confidence taught by using task-based learning approach and those who were taught by using conventional technique at sman 4 palembang. b. measuring significant difference in speaking ability between the eleventh grade students who had low self confidence taught by using task-based learning approach and who were taught by using conventional technique at sman 4 palembang (research problem number 2). table 2. independent samples test lev ene' s tes t for equ t-test for equality of means jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 31 alit y of var ianc es f s i g . t d f s i g . ( 2 t a i l e d ) m ea n di ffe re nc e st d. er ror di ffe re nc e 95% confi dence interv al of the differ ence l o w e r u p p e r low _tas kbase d lear e qu al va ri an . 0 0 6 . 9 4 0 3 . 5 0 4 3 0 . 0 0 1 4. 23 8 1. 20 9 1 . 7 9 4 6 . 6 8 3 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 32 ning dan con venti onal tech niqu e ce s as su m ed e qu al va ri an ce s no t as su m ed 3 . 5 0 4 3 9 . 8 7 2 . 0 0 1 4. 23 8 1. 20 9 1 . 7 9 3 6 . 6 8 3 statistics calculation by using independent t-test was found that sg (2tailed) was 0.001 since the sig (2-tailed) was lower than the significant level 0.05, it is significant. therefore, there was a significant difference in speaking between the students who had low self confidence taught by using task-based learning and those were taught by using conventional technique at sman 4 palembang. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 33 c. measuring significant difference in speaking ability between the eleventh grade students who had high and low self confidence taught by using task-based learning approach table 3. independent samples test levene' s test for equalit y of varianc es t-test for equality of means f s ig . t df si g. (2tai led ) mean diffe rence std. error diffe rence 95% confiden ce interval of the differenc e lo we r up per high _lo w equa l varia 2. 13 9 .1 5 1 8. 82 8 30 .00 0 12.47 6 1.413 9.6 20 15. 333 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 34 _exp nces assu med equa l varia nces not assu med 8. 82 8 36. 51 1 .00 0 12.47 6 1.413 9.6 11 15. 341 the statistics calculation by using independent t-test was found that sig (2-tailed) was 0.000 since the sig (2-tailed) was lower than the significant level 0.05, it is significant. therefore, there was a significant difference in speaking between the students who had high and low self confidence taught by using task-based learning approach at sman 4 palembang. table 4. independent samples test lev ene' s test for equ ality of t-test for equality of means jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 35 vari anc es f s i g . t d f s i g . ( 2 t a i l e d ) m ea n di ff er en ce st d. er ro r di ff er en ce 95% confi dence interv al of the differ ence l o w e r u p p e r high_ low_ conv e q u al v ar ia n 1 . 1 0 0 . 3 0 1 7 . 1 3 4 4 0 . 0 0 0 10 .0 00 1. 40 2 7 . 1 6 7 1 2 . 8 3 3 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 36 c es as s u m e d e q u al v ar ia n c es n ot as s u m e d 7 . 1 3 4 3 8 . 2 5 9 . 0 0 0 10 .0 00 1. 40 2 7 . 1 6 3 1 2 . 8 3 7 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 37 d. measuring significant difference between speaking ability of the eleventh grade students who had high self confidence and that o those low self confidence taught by using conventional technique at sman 4 palembang. the statistics calculation by using independent t-test was found that sig (2-tailed) was 0.000 since the sig (2-tailed) was lower than the significant level 0.05 it is significant. therefore, there was a significant difference in speaking between the students who had high and low self confidence taught by using conventional technique at sman 4 palembang. e. measuring interaction effect of task-based learning approach and students’ self confidence in speaking ability (research problem number 5) table 5. tests of between-subjects effects dependent variable: score source type iii sum of squar es d f mean squar e f s i g . part ial eta squ ared corrected model 3314. 143 a 3 1104. 714 53.10 8 . 0 0 .666 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 38 0 intercept 32912 5.762 1 32912 5.762 1582 2.448 . 0 0 0 .995 task_based_learning_and_con ventional_tehnique 629.7 62 1 629.7 62 30.27 5 . 0 0 0 .275 self_confidence 2652. 190 1 2652. 190 127.5 02 . 0 0 0 .614 task_based_learning_and_con ventional_tehnique * self_confidence 32.19 0 1 32.19 0 1.548 . 2 1 7 .019 error 1664. 095 8 0 20.80 1 total 33410 4.000 8 4 corrected total 4978. 238 8 3 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 39 a. r squared = ,666 (adjusted r squared = ,653) it was found that p-output 0.000. this is lower than 0.05. it is significant. therefore, there is significant interaction effects of task-based learning approach and the eleventh grade students’ self-confidence towards students’ speaking ability at sman 4 palembang. in relation to the findings, the students’ speaking ability using taskbased learning had a significant improvement in students’ speaking ability. it was indicated that teaching speaking ability using task-based learning gave a significant influence on students’ speaking ability than conventional teaching based on the data analysis, the students’ self-confidence in speaking ability were taught by using task-based learning. some interpretations were made based on the statistic analysis related to the writer’s findings. the findings had the same idea as nunan (2004:13) noted that taskbased learning approach aims at providing opportunities for learners to experiment with and explore both spoken and written language through learning activities that are designed to engage learners in the authentic, practical and functional use of language for meanigful purpose. task application can also provide a consistent and purposeful context for the teaching and learning of grammar and other language features and skills. another problem that influenced their self-confidence was a technique by the teachers. students were motivated and confident in teaching and learning activity if the technique used in the classroom interesting for them. in this study, the application of task-based learning gave better effects in students’ score and self-confidence. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 40 conclusions based on the findings and interpretations, it can be concluded that there was significant difference between the speaking ability of the eleventh grade students who had high self confidence taught by using task-based learning approach that of those who were taught by using conventional technique at sman 4 palembang. there was significant difference between the speaking ability of the eleventh grade students who had low self confidence taught by using task-based learning approach and that of those who were taught by using conventional technique at sman 4 palembang. there was significant difference between of the speaking ability of the eleventh grade students taught by using task-based learning approach and that of those who had high and low self confidence at sman 4 palembang. there was significant difference between of the speaking ability of the eleventh grade students taught by using conventional technique and that of those who had high and low self confidence at sman 4 palembang. there were significant interaction effects of task-based learning approach and the eleventh grade students’ self confidence towards their speaking ability at sman 4 palembang references baker, j., & westrup, h. (2003). essential speaking skills: a handbook for english language teachers. london: continuum. creswell, j. w. (2012). teaching speaking: a holistic approach (4th ed). upper sadle river, nj: pearson education, inc. ellis, r. (2003). task-based language learning and teaching. oxford: oxford university press. hornby, as. (1995). oxford advanced learner’s dictionary. oxford: oxford university press. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 41 fahmi, ajie. p. (2019). the influence of communicative language teaching (clt) and students’ learning motivation towards the seventh grade students’ speaking ability of state junior high school 1 lawang wetan kelly, l. (1989). speaking with confidence and skill. america: university press of america lee, david (2001). cognitive linguistics: an introduction. oxford university press. luoma, s.(2004). assessing speaking. cambridge : cambridge university press nunan, d. (2004). task –based language teaching. cambridge, uk: cambridgre oxford (1990) oxford, r. l, 1990 : language learning strategies : what every teacher should know. boston : heinle & heinle thanghun, kesda. (2012). using of task based learning to develop english speaking ability of prathom 6 students at piboonprachasan school. https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 received accepted published august 2020 september 2020 september 2020 intercultural translation: the case of translating figurative aspects of english into indonesian suhendra yusuf suhendrayusuf@gmail.com universitas islam nusantara bandung abstract figurative is used to enlarge the effect of the statement. this figurative language is usually the style of language used by the author to express something unusual disclosure, that uses comparison, imagery, affirmation, sarcasm, contention, or something engagement with other things that attract the attention of readers. figurative language used by the author with a view to turn the way of disclosure and the atmosphere so as to be meaningful discourse. figurative language translation can also be incorporated into the literary translation, the translation of works of fiction, poetry, or drama, because the figurative language used by the author, poet, or playwright to produce work that is more imaginative. there are some reason why people use figurative language (1) language figurative able to produce imaginative fun; (2) the figurative language is a way to generate additional images in the poem and make poetry more enjoyable read; (3) the figurative language is a way to add intensity; and (4) figurative language is a way to concentrate the meaning that would be submitted and how to deliver something that a lot and spacious with a brief language. keywords: intercultural translation, figurative language introduction figurative language is also called figure of speech, which is divided into a comparison figure of speech, figure of speech assertion, innuendo figure of speech, and a figure of speech contention. which belong to the comparative figure of speech, among others, simile, metaphor, personification, metonymy, euphemism, hyperbole, or synesthesia. the figure of speech such as redundancy, repetition, parallelism, and belong to the rhetorical figure of speech affirmation. majas satire among others, is irony, sarcasm, and cynicism. majas contention include, for example paradox and antithesis. simile is a figure of speech that compares something with something else explicitly using the words: like, like, like, such as, suppose, or the like; eg he moves https://jurnal.unigal.ac.id/index.php/jall/index 133 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 like lightning. metaphor, as well simile, is a figure of speech comparing things with other things based on similarities in terms of the nature, circumstances, or deed. metaphor is a style of expression by using another word or phrase to another object or concept is based on figurative or equation; for example the horizon for prefigured the human foot. personification is a comparative figure of speech to describe something (objects) that death seems to be alive; for example, in the sentence clouds return. the metonymy is the use of the name for another object or being associated attributes; eg si whisker for someone who has a mustache. euphemism is the use of the word or other forms to avoid any form of prohibition, taboo, or something that is considered rude; for example the phrase backwards to replace the word urinate or defecate. hyperbole is the force disclosure of exaggeration, for example uangkapan we deliver to thousands of millions of thanks and apology. and synesthesia is the style of the disclosure by comparing something with specific objects or concepts related to certain senses; for example in the expression crowded true color of the clothes he wore. comparing clothes with lively sound. redundancy is a figure of speech affirmation by using the word or phrase that is excessive than necessary, for example in the expression we should and must follow this rule. repetition is the repetition of words or phrases several times to give a certain effect or to give emphasis on what is proposed, for example, in the sentence we are a free nation! we are a sovereign nation! we are powerful! parallelism is the use of language that is repeated, either in sound, word, sentence structure, or meaning, for example, in the phrase we are one, we are united, we missed out on the mahasatu. or a rhetorical question is rhetorical style of the disclosure in the form of actual question does not require an answer, such as do you want a better life? (kridalaksana, 1993). stylistic irony is a statement about something by throwing it into something else. dictionary of terms literature says that irony is a figure of speech that contains a statement that contains a conflict between the said and the reality is that the mismatch between expectations and realities facing (zaidan et al, 1994: 90), for example the statement: we do not have a concept to overcome flood responded with irony the following: the concept is: we have to be strong! (marsudi, 2003). cynicism is a more rugged style of irony, and sarcasm is the language style satire rudest to use words that are not polite. the paradox is the kind of contradiction that figure of speech using words that means the opposite when the real intention is not, due to different object; eg the rich man died in the famine. the antithesis is a figure of speech opposition in opposing the use 134 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 of wording for emphasis and attention; eg from head to toe, no escape from his observations. discussion as mentioned above, this figurative language related to the culture so that it can be said that the translation of figurative language related to cultural translation. in cultural translation, the message in the source language culture transformed into a message in the target language culture. therefore, the translator should have good ability in culture both languages. this is the main obstacle in the figurative language translation. the first problem with regard to how to find a common ground in the translation equivalent for figurative meaning. for example, the following sentence using a figure of speech simile. • your friend is as sly as a fox. if translated literally, this sentence will be • your friend is as wily wolves. • your friend is clever like a fox. in british culture, as reflected in the stories people, wolves or foxes often described as an animal clever and smart in playing outwit other animals or even humans. on the contrary, in our culture, the wolf is often portrayed as evil beasts and wild life in the forest, far away from human life. in the story of our children, the animals are often depicted clever is clever individual. thus, if the context of our culture, the translation of the sentence is: • your friend is clever like a deer. • your friend is as wily deer. similarly, expression of the shirt is as white as snow if translated would be the following sentence. • this clothing white as snow. • these clothes as white clouds. • clothing is as white as cotton. for users living language in four seasons, the expanse of white snow can be a comparison to other things that are white, while those of us who do not know the winter, on the part of our society, chunks of clouds in the sky commonly used as a comparison for the color white. for some farmers in rural communities, the white color is often associated to color cotton. thus, the phrase should be translated into "... as white clouds." or "... as white as cotton." 135 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 in translation this simile, there are three things that must be considered, namely (1) the topic, (2) images (image), and (3) the point of similarity in the comparison. according to larson (1984), the translator's ability to identify three aspects of the topic, image, and point of similarity in figurative meaning analysis can help solve the problem of translation of this figurative language. despite the decisive point of similarity in this simile figure of speech is relatively easy, there are other things that also need the attention of a translator. this relates to the difference of meaning far enough between the source language and the target language. for example, the phrase be as slippery as an eel has imagery and point of similarity is identical in indonesian, the 'slippery as an eel'. but when examined deeper meaning, there are differences between the two cultures in understanding the 'slippery as an eel' is. according http://idioms.thefreedictionary.com/, a slippery as eels are people who can not be trusted. ( "... someone who is as slippery as an eel can not be trusted; devious and untrustworthy, but impossible to catch"), as in the expression you'd be mad to go into business with him. he's as slippery as an eel. or in the words of the con artist was as slippery as an eel. although he defrauded many people, he never went to prison. (mcgrawhill dictionary of american idioms and phrasal verbs, 2002). in our culture, people are slippery like an eel is not up to the assessment that 'deceptive, untrustworthy' although no negative traits. for human nature is to be believed this, we usually use the expression 'like a snake'. thus, if the context is human nature relating to dishonesty and mistrust, then matching the right translation is "... like a snake," for example, the translation above: "you'd be crazy to do business with. he was like a snake. " the english expression which roughly have the same meaning as above is a snake in the grass, which means "a sneaky and despised person." for example in the sentence how could i ever have trusted that snake in the grass? john is such a snake in the grass. or a snake in the grass also can mean "people who pretend well, but behind even harm" as in the phrase it's upsetting to learn that someone you once viewed as a good colleague is in fact a snake in the grass. the second problem with regard to how to find images or image (image) is right in the target language culture. as well as the above simile, the metaphor of translation, the translation process can become more difficult mainly because the relationship between the subject and the images are usually implicit. british culture eg animal imaging horses, oxen, and lions as pets are very strong, as reflected in the following expression. • get linda to help you push it; she's as strong as a horse. http://idioms.thefreedictionary.com/ 136 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 • the athlete was strong as an ox; he could lift his own weight with just one hand. • the football player was strong as a lion. meanwhile, in our culture, the animals were imaged very strong it is usually an elephant or a bull; so that both the animal metaphor is often associated with the power as well as horses, cattle, and lions in british culture. the images or image is not only related to what can be seen with the eye, but also what is heard, tasted, touched, kissed, think, move, or felt. images that may cause the reader seemed to see, hear and feel for yourself what is experienced by the author. authors typically use images that are not separately but secarqa together to nurture the idea to be conveyed. translators should do first research paper regarding the images that do the authors in the works to be translated. for example, there are authors who prefer to use flora and fauna as a metaphor, such as wine and milk as a symbol of fertility; vine has budded, "" grape blossoms are open, "" pomegranates are in bloom "all showed images of eroticism (bloch & bloch, 2009). based on the answers to the above questions, the translator will get a kind of 'road map' use of imagery in that essay. map this imagery will greatly assist translators in finding common ground and find a translation equivalent for the images in question. some examples of the use of figurative language below interpreter requires special attention in handling it. if translated literally, the sentences would be very strange and unreasonable, for example into the following sentences. table 1. comparasion on different ways of translation i laughed my head off at mary's joke. i laughed my head on prank mary. jojon's new car is the apple of his eye the new car jojon is the apple of his eyes. this young lady had a skeleton in the closet. this young woman saves skeletons in the closet. old tom is stone dead and in the ground. sir tom and the old stone dead on the ground. we spent the weekend in the big apple we spent the weekend in the big apple. 137 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 the metaphor are certainly not translated but replaced with metaphors that are known in the indonesian language. for example the expression below table 2. metaphor translation expression meaning laugh my head off laugh out loud laughing until the head going to explode the apple of his eye beloved goods to have a skeleton in the closet keep secret embarrassing stone dead dead motionless some of the images in the above expression it has a point of similarity between english and indonesian culture though a translator must remain cautious in finding a match. but most metaphorical expression is indeed bound by cultural origin. the following example also shows the differences between cultures rather far in doing comparison metaforisnya (mcgraw-hill dictionary of american idioms and phrasal verbs, 2002). from the table , literally, the sentences on the left side can be translated into the sentences on the right side table 3. literal translation if you do not get a good look at the engine of a used car before you buy it, you'll wind up buying a pig in a poke. if you do not check in with either engine used car you want to buy, you are like buying a pig in a poke.\ i just took the salesman's word that this camera worked. i guess i bought a pig in a poke. i believe only what the seller that the camera is still good. i guess i buy a pig in a poke. third problem with regard to the translation of idiomatic expressions, which is a group of words whose meaning can not be found on the meanings of words element. according to richards (1992: 172) idiom is a phrase that serves as a single unit and its meaning can not be broken. newmark (1988: 47) adds that the idiomatic translation aims to reproduce the message text in the source language to the target language text 138 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 expression more natural and familiar. crystal (1985: 152) states that the idiom or idiomatic expression is a limited set of words semantically and syntactically, so only function as a single unit. table 4. idiomatic equivalent translation excuse me literal meaning: forgive me idiomatic equivalent: excuse me 'i'm sorry, what do you mean i'm sorry, can i ask?' i'm sorry to interrupt thank you literal meaning : you're welcome idiomatic equivalent: please, do not mention it not at all it was a pleasure forget it larson (1989) says that in the translation of the idiom translator should use the natural form in the target language text, according to the grammatical constructions and lexical choice. translation truly idiomatic does not seem like the translation, but rather as a direct result of the original author's writings. thus, the translation of the idiom can not be done based on the words contained in it. if dogfood can be translated into indonesian with translations matching dog food, and doggy with a puppy or small dog then dogfight does not necessarily mean dog fights or wrestling a dog, for example. equivalent translation of dog-fight according to the englishindonesian dictionary echols and shadily essay is: (1) the fight is fierce; (2) battle between the best hunter chase chasing each other. especially for translation from english into indonesian as above, the author of expression indonesian-english dictionary (1998) says that the english language can be considered as an idiomatic language in which are contained the phrase that can only be used in certain contexts. therefore, to get the 'equivalent translation' of these idioms, the translator should always use the idiom dictionary idiom so precise and natural counterpart. other expressions which often cause problems in translation, is also closely related to the idiom and metaphor are proverbs. big indonesian dictionary (2005) 139 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 stated that the proverb is a group of words or sentences fixed structure, usually an analogy specific purpose or brief phrase or sentence solid, unbiased comparisons, parables, advice, life principles or rules of behavior. this maxim certainly not translated but homologize who had the same phrase in the target language proverbs. if not found its equivalent, the descriptive translation can be done by describing the intent of the proverb. proverb an apple a day keeps the doctor away, for example, in the phrase of grandma always fed us lots of apples when we visited her. she believed that an apple a day keeps the doctor away means that eating an apple a day keeps us from all kinds of diseases. this expression is specific language that is not found in indonesian counterpart that there is no equal in indonesian proverb. other proverbs, such as the better be the head of a dog than the tail of a lion, easy to understand but hard to find meaning in indonesian counterpart. as with the following maxim-maxim that we can find 'equivalent' in indonesian. 1. a bird in the hand is worth two in the bush expect highflying bird, pigeon in hand is released 2. the course of true love never did run smooth the course of true love is full of thorns 3. the damage is done rice has become porridge 4. the dogs bark, but the elephant goes on dogs barking, the caravan passes 5. the customer is always right buyer is king another problem in translation is the use of a euphemism, that disclosure of the words that are considered taboo or perceived rough with other words deemed more appropriate or more subtle (frye, 1985). wikipedia defines euphemism as a replacement expressions deemed too offensive, or make people say or who hears feel uncomfortable, with an expression that was more refined. in euphemisms, words that are used is not literal, but turns into a metaphor, so that the translation becomes like the translation of metaphorical expression as described above. in politics and industry, euphemisms used to conceal something unpalatable parties involved and is intended to build a positive image of political figures, parties institution, or company. in this case, this euphemism commonly known as dou¬blespeak or doubletalk. there was some kind of euphemism, among other things, a euphemism to replace the words that are considered taboo in a given culture, a euphemism to describe the physical state, a euphemism in religion and everyday life, a euphemism for death or 140 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 4 no. 2, 2020 murder, or in modern life, as in political and communications industries above. some examples of euphemisms in english can be seen below. 1. mentally challenged stupid, dumb 2. physically challenged handicapped 3. the penalty fee 4. the big, fluffy, "thick-boned", full-figured or heavy-set fat; obesity 5. lethal injection execution by injection conclusion from the discussion about figurative language translation above, while it can be concluded that the translation of similes, metaphors, idioms, proverbs, or euphemism, not like the translation in general. translators must be very clever to find the 'equivalent' of the source language expression with the intent and purpose similar disclosures in the target language. translators also should pay attention to what purpose does the translation of this and who will read this translation, in accordance with the concept of needs analysis in translation (needs analysis) to determine the purpose of the translation, and the concept of audience design to determine who will read the translation, as will be discussed briefly on the next learning activities. the influence of culture in the use of figurative language is huge. this is due to the comparison, parable, disagreement, or engagement a phrase with its incomparable objects which are within the scope of culture author. therefore, figurative language translation can be incorporated into intercultural translation, so translators must master not only the culture of the target language but also the culture of the source language. figurative language is also called figure of speech, which is divided into a comparison figure of speech, figure of speech assertion, innuendo figure of speech, and a figure of speech contention. in this module discussed comparative example translation figure of speech, among other things, similes, metaphors, euphemisms, and proverbs. in figurative language translation, the translator is required to have good ability in culture both languages. references baker, mona (ed.) 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(1994). dictionary of literary terms. balai pustaka, jakarta https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 157 received: accepted: published: june 16 th 2022 august 28 th 2022 september 14 th 2022 designing integrated english teaching material class through online learning rani falantika lasut* falantikarani@gmail.com universitas internasional batam nurlaily nurlaily@uib.ac.id universitas internasional batam abstract this study aims to teach and helps the teachers in designing english teaching material through online learning as an impact of covid-19. the participants in this study were eighth-grade students consisting of 28 students of junior high school at muhammadiyah plus batam. this study employed the addie model to show as a fundamental principle in designing integrated materials. the data were collected by conducting observation, interviews, and questionnaires. the data gathered from the final evaluation is that the design material helps the student to engage more in learning english. the designed materials in this study were based on the students’ needs and engagement, including reading text sessions, vocabulary drills, writing letter/short conversations, and tenses. for teachers and future researchers, it is suggested that they should design contentspecific materials that can enhance students’ engagement and participation in the learning activity. keywords: captain model, english subject, integrated material, e-learning studentscentred learning introduction education in indonesia has entered the era of globalization, which has resulted in increasingly natural flows of information, technology, and communication. additionally, the covid-19 pandemic compels the public to be receptive to technology and a new culture where routines and communication can be carried out, such as online learning for students at home. communication, a new culture, and a digital culture will jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 158 be the implications of this online learning process, with online learning activities ( nupus, 2021). this era brings teachers worldwide to make and adopt a new teaching method continuously as excellent teachers are agile, observant and, responsive, always open-minded about how to engage and motivate students with better learning (senthamarai, 2018). it means considering different interactive teaching styles in the classroom. the teaching method is purposed to avoid unorganized classrooms and ineffective teaching. the impact of this reason may lead students to refuse to absorb new material that the teacher gives them. hence, the teacher implemented the roles of different techniques and methods in every meeting to enhance students enthusiastically. the teacher regularly observed whether this method is appropriate or suitable for the classroom environment. student-centred learning (scl) is a process of qualitative change in the learner as an ongoing process of transformation that focuses on empowering and strengthening the learner and growing their critical capacity (attard et al., 2010). students must learn to be more active and independent, following each school's environmental conditions and technology development (suhariami et al., 2019). in addition, students must be independent in optimizing their learning by balancing cognitive and emotional abilities. therefore, it is necessary to implement a student-centred learning (scl) approach. in contrast, there is still a myth among teachers and parents that forcing students to sit quietly will help them be more focused on the material. this reflection proves that the learning system in the classroom is not sufficient. the students have significant input into what they learn, how they learn, and when (buditama, 2017). this method implies that the students take responsibility for their learning and are directly involved in the learning process. the fact that student and teacher as co-learners bring the innovation for the teacher to keep encouraging each other to improve in the learning process. classroom action research (car) is believed to find an effective method to increase student excitement. the students will be more interested in learning because the teacher has better teaching and creativity for a particular action in the classroom activity. finally, students and teachers are glad because the learning outcomes will improve. the researchers needed to conduct research where the students and teacher thoroughly enjoy their time during the class with complete activities that also support jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 159 student needs and curriculum. this study was employed in an eight-grade classroom of twenty-eight students at smp muhammadiyah plus batam. the school has implemented the cambridge curriculum as their standard for english education subject. even though this school provides good facilities and internet access, it was also found that the school needs to implement online materials using edmodo. the researcher aims to facilitate, especially for students, building a learning background before attending school with an accessible material platform through edmodo. the captain model was used in this study to enhance students-to-student interaction in the class. the captain model is chosen students with authority to enrol in the activities during the course begins until the end. hence the researchers concluded that the captain in the class is an assistant teacher. the researchers expected that the captain's existence might engage students in developing thinking skills to support students' opinions with evidence and logical argument. alim & rohmah (2018) define integrated material as an approach intended to link several conditions, both intra-subjects and extra-subjects. the researcher chose intra-subjects as the aspects of designing english teaching material that focuses on curriculum cambridge as formal learning in this school. the cambridge curriculum develops four language skills students must achieve during learning activities. according to richards (2017), study materials serve as the basis for most of the language introductory and practical activities that students receive in the classroom. therefore, the learning materials must be engaging and inspiring. because of the necessity to emphasise language learning that encompasses all areas of language skills, the integrated language skill approach is used (usman & anwar, 2021). in the english teaching context, listening, reading, speaking, and writing skills are given in a precise sequence. punctuation lessons, for instance, can be taught in writing skills (usman & anwar, 2021). kawi et al. (2013) states that the development of teaching materials for creative and integrated english learning is an effort to promote student learning by promoting a change from the old to the new mindset that learning is the result of one's efforts and not those of others. this integrated english language teaching material has the potential to significantly improve students' abilities through the use of optimised teaching materials derived from the potential of students and the environment around them (aprilia et al., 2019). by inventing and constructing both jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 160 instructors and students, this integrated english language teaching material may considerably increase students' skills through optimum teaching materials from students' potential and the surrounding environment (aprilia et al., 2019). it is important because the primary objective of education is not the outcome of learning in the form of a grade but rather the students' confidence to demonstrate their skills and knowledge through concrete actions. cidral et al., (2018) declared that e-learning is a web-based learning environment to share information, communication, and knowledge for education and training. learning using education technology supported by the internet with greater access derived to devices such as laptops, computers, tablets, and mobile phones have developed rapidly worldwide. horzum (2015) adds that the interactions between students and teachers through online learning increase. e-learning has significantly reduced the administrative effort, planning and recording of lectures, attendance, and leaving courses have all been significantly reduced by e-learning. students and teachers recognise that online learning techniques allow them to conduct classes anywhere, even if they cannot go to schools or universities (maatuk et al., 2022). the student becomes a self-directed learner who can study at any moment, both synchronously and asynchronously. the students' participation concludes that they feel involved during the learning process, which can increase their capabilities to learn effectively. the importance of e-learning is to increase student motivation and effective and efficient digital portfolios, adding insight and thinking horizons, growing a spirit of togetherness, and being a measuring tool for learning concepts with schools from other countries. method this study employed classroom action research to enhance students with a better learning experience, get the most magnificent score and increase students' interest in the classroom. this study conducted learning in 3 cycles. each cycle consisted of four stages: planning, action, observation, and reflection (figure.1 for more details). jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 161 figure.1 spiral classroom action research hopkins (1993) as cited from (darmawan et al., 2019) the captain model was employed on the stad model learning to emphasize different direct teaching features: students collaborating for practical and learning knowledge in small groups. stad cooperative learning is intended to increase the value and outcome of students' learning, as uno et al., (2019) expected. slavin (2008) asserts that stad is a smooth and precise collaboration model and the most suitable solution for teachers who have only just begun to improve the social conduct of students. each meeting was conducted for 3 x 40 minutes (3 credits). the planning was the first activity that the researchers observed to find a problem faced by the student during the english cambridge class. therefore, the researchers produced the lesson plan (rpp) for the first stage of planning and preparing all the needs of learning equipment. at this stage, the captain model learning was used in the classroom. twenty-eight students in the second year, class viii c (8c) at junior high school muhammadiyah plus batam, became the participants of this study, including 15 female students and 13 male students who were 13-15 years old. the observation sheets for creating a lesson plan were the instrument for monitoring the teachers and students during their learning process. additionally, researchers collected data using a questionnaire, interview, and assessment. the reflection stage is the evaluation of student's activities in the classroom. the data result acted as input to plan address exercises within another cycle. this study comprised five key components: quiz, score, class presentation, group learning, group appreciation, and individual development. it also involved the preparation of the materials, the organization of group members, the identification of the jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 162 original score, and preparations for cooperation among students by incorporating collaborative skills. student communication, group learning, group recognition, and quiz were given during the learning process. the group appreciation was based on the average progress score of individuals and groups, while the development score was based more on student performance. findings and discussion finding 1. analysis before designing the material, the researchers observed the class situation first to gain information regarding student needs. the observation took place in 2 parts. during the two observation sessions, the researchers noticed that most students were not engaged with the teacher effectively. it can be seen that when the teacher tried to build interaction by questioning the students related to today's material, the student went silent. in the analysis phase, the researchers shared a close-ended questionnaire and conducted an interview section with the students. thirty close-ended questionnaires were shared with 28 students of class viia and divided into five main parts: identity, english learning background, constraints/barriers to learning english, proficiency in english, and how to learn english the way students want. some skills are included to complete each part of the closed-ended questionnaire: speaking, listening, writing, reading, vocabulary, and general question. for example, the first question is about students learning background. the questionnaire collected from the students showed that most of them learn english at pre-school, and 78.6% of them even started learning english at 4-8 years old. it indicates that the student has at least studied english for eight years. the researchers also found that more than 70% of the class participants admit that they like and are interested in learning english further. the finding is that the first part of the close-ended questionnaire is that the students are interested and engaged in learning english, and the student also intends to learn english more deeply. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 163 2. design the second phase of the addie method is design material. the design material is created based on the students’ needs and engagement. the researchers concluded that the material must develop with several criteria regarding analysis findings. these criteria combine reading text sessions, vocabulary drills, writing letter/short conversations, and tenses as the primary consideration to design the integrated english teaching material through online learning at smp muhammadiyah plus. in this phase, the design material will use unit 7 as a demonstration for the following unit. the unit 7 learning objective can be seen in table 1. table 1. unit 7 learning objective unit 7 the easy life learning objective: giving advice, talking about vocabulary: gadgets grammar: have to/don’t have to, should/shouldn’t mustn’t vs. don’t have to 3. development the third stage of the addie phase is development. after completing the design material and creating a lesson plan. the researchers need to measure the appropriateness of material by setting the quality standard. the researchers conduct expert validation from two persons: a lecturer from universitas internasional batam and a teacher from smp muhammadiyah plus batam as a person who knows the actual situation of classroom activity during the teaching-learning process. before sharing the questionnaire expert validation to lecture and teacher, the researchers adopted two rubrics for the standard of quality valuation. the rubrics are made for grading lesson plans and material design. each of them is created based on the criterion needed. expert validation aims to know the weakness of the design material. to collect the design problem, the researchers sent the material design and lesson plan, including the rubric assessment. the feedback from expert validation concludes that there are two massive criteria that the researchers need to concern for all units in the development phase: collaborative and student-centeredness. therefore, the teacher and lecturer suggested creating discussion groups. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 164 material design improvements for these two criteria occurred in all units—the limited time used for teaching the material impacts adding classes outside the school schedule. the discussion group was implemented for one hour from 1.00 p.m. to 2.00 p.m. teacher instructions for this discussion group are not included in the lesson plans. however, the teacher's role is to ensure that all the students in the group accept different themes for each group and understand the assessment rubric for this group discussion. 4. implementation this study implemented three cycles of 3 credits with time allocations of 3 x 40 minutes (2 hours of study) for each meeting. this study has been carried out on english subjects under the weather chapter, containing four learning indicators. the researchers were assisted by an english teacher while executing this research. the teacher's role was to determine the effectiveness of the researchers' actions as model teachers in implementing the stad collaborated with the captain model and give a point of view on students' behaviour or attitude throughout the learning process. this program shared the pre-test and post-test in every cycle. at the first meeting, the researchers distributed the pre-test. at the same time, the post-test was given at the third meeting. the program shows that collaboration between stad learning and the captain model was applied well and led students' class 8c at smp muhammadiyah plus batam to improve student's learning outcomes. at first, the cycle i did not work well in the classroom. the implementation of collective learning strategies appeared frustrated during the first meeting because students only learned cooperative learning techniques for the first time. however, the second and third meetings were more suited to students knowing the learning phases. the classrooms for the first and second cycles were not yet conducive, but the conditions for the third cycle were favourable so that the learning process could work well. however, cycle i still had many students who paid less attention to researchers when delivering material. many students talked with their peers about things outside of their learning material. besides, only a handful of students answered questions in the process. there was a lack of cooperation between students when applying the stad method. students with a high degree of ability appear unable to collaborate with students with low expertise while the community works. the cooperative stad learning methodology in collaboration with the captain model was well developed following the studies carried out in the second cycle after jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 165 the corrective steps were taken from the deficiency in the initial cycle. for cycle two, there was an improvement compared with cycle one in using the suitable method of stad learning with the captain model. nearly all students quickly observed the status of the class from the first meeting to the third one. a few students were still less alert during the first meeting but felt more comfortable. the number of students who paid less attention during the second and third meetings decreased, and the class conditions were favourable. in the second cycle, the response was faster when the researchers asked and answered students. almost all students cooperated well in implementing stad techniques when working together in a group. students' learning outcomes in class 8c showed that using the stad cooperative learning methods in collaboration with the captain model boosted students' cognitive and affective learning outcomes in odd semesters. the pre-test and post-test performance outcomes can be seen in figure 2. figure 2. class average pre-test and post-test based on the learning effects of cycle i and cycle ii, it can be inferred that cooperative stad learning approaches implemented along with captain model enhance student learning outcomes in cognitive and affective fields. an increase in the average level of the pre-and post-testing and a growing number of students who meet or exceed minimum completeness requirements between cycle i and cycle ii indicate the cognitive domain learning outcomes. in addition, whereas an improvement or change in students' behaviour who start participating in a class is support for affective field learning effects, they were active in the group work, communicated well, and did not jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 166 disturb their peers during the learning process. furthermore, they were responsible for the group work. 5. evaluation evaluation is the last phase in addie. the purpose of the evaluation is to reflect the material design in this research. the researchers would like to describe errors in the development stage of material design. first, the estimated time is not as expected by the researchers. using a long time impacts the creation of materials close to implementation time. it happens because of the need to distribute appropriate scoring rubrics to expert validation and wait for feedback on six units of material used for one semester. researchers also get many materials development and lesson plan improvements related to the material taught. for example, most learning units require developing material in the assignment, collaborative, and learner-centeredness criteria. in contrast, most lesson plans require the development of initial activity criteria and discontinuous adjustment of teaching materials. second, the researchers still developed material designs for the next unit's implementation stage, especially in increasing problem-solving material. it is to prevent the teacher from explaining the whole material being taught. instead, students can use their logical minds to discover new information and knowledge and encourage students' original thoughts by giving their opinions. third, the researchers still need development in units 9 and 10 to make it easy for students to understand complex material. these materials also have more learning objectives than other units, so the limited teaching time is found here. discussion integrated english teaching material helps the student learn effectively since the design material follows the students' needs in the analysis phase. this phase allows the researchers to point out student learning background, constraints/barriers, and student proficiency. the students are interested and willing to learn english more based on the data obtained. it means that the student has the intention to learn english deeply in the future. the summarised data collected from student constraints and proficiency in learning english required the researchers to provide a speaking section. student indepth interviews conclude that students need a reading text session to improve their speaking ability and reading comprehension. the student also suggests assigning them a jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 167 vocabulary list to enrich their knowledge about new words. lastly, the student expects to have a writing assessment that correlates with their grammar function at the end of the course. hess & greer (2016) state that using addie in the design process is focused on engaging students with the course content and innovative ways of instruction. throughout previous study findings, the researchers reflected that the design material created needs to get along with appropriate instruction to gain student experience in online learning and lead them to more focus on the content. as noviarani et al. (2021) have found, using new knowledge into teaching materials, promoting student learning styles and attitudes, and incorporating audio-visual technology are the three considerations teachers must keep in mind while developing instructional materials. . the design material in this study was created based on the students' needs and engagement as cahyadi (2019) mentioned that the designed material is the result of student analysis. the researchers pointed out that the material should be developed with several criteria regarding analysis findings. these criteria include reading text sessions, vocabulary drills, writing letters/short conversations, and tenses. this criterion aims to lead the student to develop teaching material following the curriculum and characteristics, including students' social, cultural, geographic, and developmental stages. moreover, the researchers also made lesson plans so that the material provided could be adequately conveyed by arranging the delivery order. the lesson plan contains the learning objective, vocabulary, and activities consisting of background knowledge of fields, main activity, and closing activity. the expert-validation feedback determined the improvement of the material and lesson plan in the development phase. creating materials close to implementation resulted in many improvements and developments during this phase. the feedback from expert validation concludes that there are two massive criteria that the researchers should consider in all units in the development phase: collaborative and studentcenteredness. therefore, the teacher and lecturer suggested creating discussion groups. the researchers presented the design of online teaching material to answer the second research question: what do the integrated online english teaching materials using the edmodo platform for eight grade students of smp muhammadiyah plus batam look like? in addition, this study addressed challenges for the student to jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 168 experience technological change and its impact on future practices for their education system during online learning, according to kuure et al., (2016). the first appearance is the homepage of edmodo. next, the students are asked to log in with their accounts and fill out their code class. in this part, the researchers helped the student by giving direct instructions to log in with their accounts using microsoft teams platform. the second part is the course outline. the course outline showed the student learning outcomes and informed students about the material they will engage in for a semester. the student conducted three meetings every unit. in addition, there were online discussions, online classes, and assessments. the course objectives provided in the course outline were predetermined and unchangeable by hess & greer (2016). further, the course outline determined the layout of edmodo and can be seen in appendix 10. the design materials have met the standard according to expert feedback. however, there was a minor development design that the researchers needed to improve regarding collaborative activities. addie method focuses on material design, that is, the sequence correlating one activity to another. it is revealed in this study that such instructional might help the students' comprehension during the learning process cited by hess & greer (2016). the activities also mentioned several skills, including text types and grammar functions. moreover, the design material leads to an activity that presents the students as a centre of information. in line with menon (2019), the use of edmodo as a technology learning management system cannot fully contribute to the learning process without teacher intervention as a creator of design material. conclusions based on this study's results, teachers who will use designed material and future researchers who have the same study case as this research are given recommendations. first, for teachers who will use designed material as a reference for making teaching materials, the researchers suggested that they always record the teaching process during class each week to develop better material after self-evaluation. the last other recommendation for future researchers, they should develop designed material for several contents. the content includes listening to the audio, video sources, games related to the material, and written text. the researchers also recommend an application that makes students more engaged and involved in the learning activity. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 169 references alim, h. s., & rohmah, n. 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(2021). integrated language skill approach: model of teaching materials for elementary school teacher education programs in indonesia. studies in english language and education, 8(2), 656–669. vol%205,%20no%202%20(2021) https://jurnal.unigal.ac.id/index.php/jall/index microsoft word 8 haris https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 received accepted published january 30 th 2022 february 19 th 2022 february 27 th 2022 students' perception on the use of cake application to improve speaking skill haris hamdani* haris.hamdani@dsn.ubharajaya.ac.id universitas bhayangkara jakarta raya ferawaty puspitorini feraliang06@gmail.com universitas bhayangkara jakarta raya abstract the purpose of this study was to find out the students’ perception on the use of cake application to improve speaking skill. the subjects of this research were 12 industrial engineering students of universitas bhayangkara jakarta raya in the fifth semester. the researchers applied the descriptive qualitative method on this research. the data were gathered through questionnaire and interview. based on the result of the study, most students agreed that cake application gave them more chances to improve their speaking skill, they were interested in improving speaking skill independently through cake application, they were able to practice speaking using cake application as many times as they wanted, they enjoyed choosing materials on cake application in improving speaking skill, using cake application independently enhanced the confidence to practice speaking skill, using cake application enabled them to control their own learning, using cake application in their own time made english language learning more interesting, cake application could help them solve their problem in improving speaking skill, the practice in cake application gave them more motivation in improving speaking skill, cake application was easy to use in improving speaking skill. four selected students were interviewed about the use of cake application to improve speaking skill, most of them knew some features of cake application and understood how to utilize the application. finally, they would recommend the application to the other students for improving speaking skill. keywords: perception, cake application, speaking skill jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 111 introduction english can be considered as an international language. there are four skills that students should master it. they are listening, speaking, reading, and writing. sometimes students feel difficult to master the skills especially speaking. they tend to be reluctant in improving their speaking skill because they do not get support from the atmosphere. the environment is not an english area. the environment of english atmosphere is really important to increase students’ speaking skill. oliver (2013) said that teaching students to become effective speakers and listeners cannot be simplified, as speaking and listening and their accompanying behaviours are involved in almost everything students and teachers do throughout the day. the teacher’s role is to ensure that students develop the confidence to become effective speakers and listeners in order to meet their future needs in social, academic, family and community contexts. speaking is the skill that students need to practice more. te more practice the better they can speak english fluently. they need to create good communication in conveying their though. meanwhile, barrass (2006) explained that good communication skills are needed in everyday life, in study at college or university, and in any career based on such studies. yet, after more than twelve years at school, many students entering higher education are unable to express their thoughts clearly and effectively in their own language. some students cannot utilize the time wisely in using english speaking skill. they tend to not practice more in their daily life after learning english. there are some ways that can be done by themselves in practicing speaking english. one of them is utilizing cake application on the mobile phone. there are some features to help students practice speaking english by themselves including recording their voice while practicing the conversation. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 112 the students practice speaking using cake application. they find some topics for the conversation. first they listen to the conversation. then, they imitate the speakers how to say the english utterances. next, they record their voice. finally, they listen to both the original utterances conveyed by the speakers and their record. they can see the difference for being corrected. the applications on mobile phone are developed rapidly. nair and bhandari (2013) explained that the world is going mobile and millions of smart phones are activated daily. as a result, more and more mobile applications are developed for consumers, and enterprise software products are also slowly but steadily joining the revolution. more and more businesses are convinced that in order to sustain, they need to be in the mobile space. the applications on the mobile phone really help students in their learning. they can learn english through the mobile phone anytime and anywhere. iversen and eierman (2014) stated that another important feature of a mobile device is the capability to communicate with other computing devices through a variety of mechanisms. a laptop can communicate using wi-fi and bluetooth. however, mobile devices also have these communication capabilities; they can communicate via cellular signals and using near field communication (nfc). many students utilize the application installed on the mobile phone. they get some references of the applications that can be used for their learning. they also share their perception on the use of the application to the other students. students’ perception on the use of cake application can help the other students to get more information in utilizing the application. students share their perception by responding to the information or experience that they get. perception makes them take the sensory information in and make it into something meaningful. robbins and judge (2013) define perception as a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. students’ interpretation on what they see is jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 113 influenced by the personal characteristics including attitude, personality, motives, interests, past experiences, and expectations. method the researchers applied the descriptive qualitative method. the qualitative research needs verbal expressions, and often quite extensive ones at that. have (2004) argued that the crucial feature of qualitative research, then, is to ‘work up’ one’s research materials, to search for hidden meanings, non-obvious features, multiple interpretations, implied connotations, unheard voices. meanwhile anderson (1998) argues that qualitative data are analyzed in interpretative ways whereby the researcher makes judgments about what the data say. the data reported describes the situation and the researcher seeks to interpret their meaning within a particular context. the subject of this study was the students of the fifth semester of industrial engineering study program of universitas bhayangkara jakarta raya. there were 12 students who were involved in this research. the researchers gave chances to the students to explore the features of cake application. they practiced speaking a lot through the application. after utilizing the application many times, the researchers gave them a questionnaire containing their perception in using cake application to improve speaking skill. then five selected students were being interviewed for the use of the application. the researchers used personal interview. kothari (2004) states that through personal interview the investigator follows a rigid procedure and seeks answers to a set of pre-conceived questions through personal interviews. this method of collecting data is usually carried out in a structured way where output depends upon the ability of the interviewer to a large extent. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 114 findings and discussion questionnaire the researchers collected the data through questionnaire. there were ten statements offered to students about their perception on the use of cake application to improve speaking skill. here is the table for the result of the questionnaire. table 1. the questionnaire of using cake application to improve speaking skill no. statement scale frequency percentage 1. cake application gives me more chances to improve my speaking skill. 5 6 50 % 4 5 41.7 % 3 0 0 % 2 0 0 % 1 1 8.3 % 2. i am interested in improving my speaking skill independently through cake application. 5 2 16.7 % 4 10 83.3 % 3 0 0 % 2 0 0 % 1 0 0 % 3. i am able to practice speaking using cake application as many times as i want. 5 1 8.3 % 4 9 75 % 3 1 8.3 % 2 0 0 % 1 1 8.3 % 4. i enjoy choosing materials on cake application in improving my speaking skill. 5 2 16 % 4 9 75 % 3 0 0 % 2 1 8.3 % 1 0 0 % 5. using cake application independently enhances my confidence to practice my speaking skill. 5 5 41.7 % 4 7 58.3 % 3 0 0 % 2 0 0 % 1 0 0 % using cake application 5 2 16.7 % jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 115 6. enables me to control my own learning. 4 8 66.7 % 3 2 16.7 % 2 0 0 % 1 0 0 % 7. using cake application in my own time makes english language learning more interesting. 5 3 25 % 4 8 66.7 % 3 1 8.3 % 2 0 0 % 1 0 0 % 8. cake application can help me solve my problem in improving speaking skill. 5 3 25 % 4 6 50 % 3 0 0 % 2 2 16.7 % 1 1 8.3 % 9. the practice in cake application gives me more motivation in improving my speaking skill. 5 2 16.7 % 4 10 83.3 % 3 0 0 % 2 0 0 % 1 0 0 % 10. cake application is easy to use in improving my speaking skill. 5 4 33.3 % 4 7 58.3 % 3 0 0 % 2 0 0 % 1 1 8.3 % regarding the questionnaire, the first statement is “cake application gives me more chances to improve my speaking skill”. form this statement, 50% of students strongly agreed with this statement. 41.7% agreed with the statement. meanwhile only 8.3% of students strongly disagreed and no one of the students chose undecided and disagreed with this statement. based on the result gained from the questionnaire, students agreed that they had more chances to improve their speaking skill utilizing cake application. the second statement is created to know whether the students are interested in improving their speaking skill independently through cake application. 16.7% of the students strongly agreed. 83.3% of students agreed jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 116 with the statement “i am interested in improving my speaking skill independently through cake application”. meanwhile, no one chose the “undecided, disagree, and strongly disagree”. so, the students agreed that they are interested in improving their speaking skill independently through cake application. the third statement is presented to know whether students are able to practice speaking using cake application as many times as they want. 8.3% of students strongly agreed, and 75% of students agreed with this statement. then, 8.3% of student chose “undecided”. no one of the students disagreed with the statement. meanwhile, 8.3% of student strongly disagreed. based on the result of the questionnaire, students agreed that they are able to practice speaking using cake application as many times as they want. the fourth statement is formulated to know whether students enjoy choosing the materials on cake application in improving their speaking skill. the table shows that 16% of students strongly agreed, and 75% agreed with the statement. then, 8.3% of students disagreed. no one of the students chose “undecided and strongly disagree”. so, regarding the fourth statement, students agreed that they enjoy choosing materials on cake application in improving their speaking skill. the fifth statement is “using cake application independently enhances my confidence to practice my speaking skill”. it is made to know whether students can enhance their confidence to practice their speaking skill using cake application independently. 41.7% of students strongly agreed, meanwhile 58.3% agreed with the statement. no one of the students chose “undecided, disagree and strongly disagree”. so, based on the questionnaire, students agreed that they can enhance their confidence to practice their speaking skill using cake application independently. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 117 the sixth statement is created to know whether the students enable themselves to control their own learning using cake application. 16.7% of students strongly agreed, and 66.7% agreed with the statement. 16.7% of students chose “undecided”. then, no one of the students chose “disagree and strongly disagree”. so, students agreed that they enable themselves to control their own learning using cake application. the seventh statement is “using cake application in my own time makes english language learning more interesting”. it is asked to know whether the students make english language learning more interesting using cake application in their own time. 25% of students strongly agreed, and 66.7% agreed with the statement. 8.3% of students chose “undecided”. meanwhile, no one of the students chose “disagree and strongly disagree”. based on the questionnaire, students agreed that they make english language learning more interesting using cake application in their own time. the eighth statement is “cake application can help me solve my problem in improving speaking skill”. 25% of students strongly agreed. then, 50% agreed with the statement. no one chose “undecided”. 16.7% of students disagreed with the statement. meanwhile, 8.3% strongly disagreed. so, based on the questionnaire, students agreed that cake application can help them solve their problem in improving speaking skill. the ninth statement is created to know whether the practice in cake application gives the students more motivation in improving their speaking skill. 16.7% of students strongly agreed. meanwhile, 83.3% agreed with the statement. no one chose “undecided, disagree, and strongly disagree”. based on the questionnaire, students agreed that the practice in cake application gives them more motivation in improving their speaking skill. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 118 the tenth statement is “cake application is easy to use in improving my speaking skill”. this statement is created to know whether cake application is easy to use in improving students’ speaking skill. 33.3% of students strongly agreed. 58.3% agreed with the statement. no one chose “undecided and disagree”. meanwhile, 8.3% of students strongly disagreed. so, students agreed that cake application is easy to use in improving students’ speaking skill. interview the researchers prepared the interview to get more information about students' perception on the use of cake application to improve speaking skill. the questions of the interview were 5. the interview was administered for four selected students. student a responded that he knew cake application well. he described the features of the application. the features were more for speaking practice. meanwhile, he utilized the feature “speak” many times for his speaking improvement. then, he really suggested other students to practice speaking using cake application because he knew the score from the feature “speak”. so, he revised his speaking more. for the last question, he replied that he would recommend the application to other students. student b responded to the questions in the interview. he explained that if students could utilize cake application well, they could master english easily especially for speaking skill. the content of the application was more for communication. he also told the researchers about his process in using the application. he really recommended the application for other students in order to improve their speaking skill. next, student c told the researchers that cake application helps her in improving speaking skill and gaining more vocabularies. she said that the contents of the application include new vocabularies and materials for speaking practice. then, she experienced in practicing english speaking by first reading the dialogue before speaking. she also said that the application was good and jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 119 easy to use. she recommended the application to use by the other students. the last student, student d knew more about the application. he said that the application could record his voice in the speaking practice so he could revise what he spoke. then, he needed the translation for the meaning of what the man or woman said on the application. he would share the application to his friends for utilizing cake application. conclusions based on the result of the study, the researchers summarized that the most students agreed towards the use of cake application to improve their speaking skill. they could utilize the application as good as possible for their speaking improvement. they knew how to use the application with various features on it. they could practice from the beginner to the advanced. furthermore, the students could learn english many times with the record of their voice. then, they would really recommend cake application to the other students in improving the english skills particularly for speaking. references anderson, g. (1998). fundamentals of education research. london: the falmer press. barrass, r. (2006). speaking for yourself. new york: routledge. boxer, d, and cohen, a, d. (2004). studying speaking to inform seond language learning. ontario: multilingual matters ltd. have, p, t. (2004). understanding qualitative research and ethnomethodology. london: sage publication. iversen, j and eierman, m. (2014). learning mobile app development: a hands-on guide to building apps with ios and android. new jersey: pearson eduation, inc. kelebu, a. (2021). efl teachers’ perception and implementation of the speaking tasks: the case of koma and jaragedo seondary and prepatory jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 120 schools, south gondar zone, ethiopia. journal of literature, languages and linguistics. 78, 1-11. kothari, c. r. (2004). research methodology: methods and techniques. new delhi: new age international (p) limited, publishers. nair, n and bhandari, r, k. (2013). building mobile applications using kendo ui mobile and asp.net web api. mumbai: packt publishing. oliver, r et.al. (2013). speaking and listening: resource book. east perth: department of education wa. robbins, s, p, and judge, t, a (2013). organizational behavior. new york: pearson education. tiara, v, and amrizal, r. (2019). student’s perception of school’s image and learning motivation. jpai (journal of psychology and instruction). 3 (2), 64-70. microsoft word 10 dini https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 received accepted published december 31 st 2021 february 19 th 2022 february 27 th 2022 promoting students’ autonomous learning through english pronunciation application in learning pronunciation dini haryanti* diniharyanti1997@gmail.com universitas galuh ciamis, indonesia r. bunga febriani bungafebriani@gmail.com universitas galuh ciamis, indonesia didih faridah didihfaridah@gmail.com universitas galuh ciamis, indonesia abstract this study presents the use of english pronunciation application to promote students’ autonomous learning in learning pronunciation. this study is aimed to interpret students' perceptions towards the use of english pronunciation application on their autonomous learning in learning pronunciation and to explore the use of english pronunciation application in promoting students’ autonomous learning in learning pronunciation. a qualitative case study was applied as the research design of this study. the data were collected by using questionnaires and interviews. the participants were 30 students of the freshman of english education program in galuh university. the result of this study showed that the use of english pronunciation application in learning pronunciation is effective to promote students’ autonomous learning. moreover, the students perceived that the use of english pronunciation application in learning pronunciation can helps them in overcoming their problems in learning pronunciation. besides, it makes them more motivated, feel better and confidence with their pronunciation and also can improve their pronunciation skills. keywords: autonomous learning, english pronunciation application, and pronunciation. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 132 introduction pronunciation is really important, since it is as an aspect to support the english language skills, especially to speak english with correct pronunciation to make our language deliver clearly and understandable. according to hornby (1995, p. 928) pronunciation is the way in which a language is spoken; the way in which a word is pronounced and the way a person speaks the words of a language. it also indicates the level of communication because poor pronunciation leads to poor communication power. so, it is really important for every english language learner to know and learn the correct pronunciation. however, pronunciation is the complex and most difficult one, especially for new english language learner because of some reasons. for instance, adult learners find pronunciation as one of the most difficult aspects of english to acquire, and need explicit help from the teacher (morley 1994; fraser 2000). moreover, learners should spend lots of time to improve their pronunciation (aliaga garcía, 2007; martínez-flor et al., 2006; pourhosein gilakjani, 2016). therefore, teaching pronunciation is quite challenging, since the teachers do not have sufficient time in the class to teach pronunciation completely. hence, the teachers have to find out the appropriate tools to help and guide their students to learn more by themselves in and outside the classroom. related to this problem, there are so many teachers who already applied the modern learning concept to their students as the solution for limited time in teaching and learning pronunciation which quite complicated if should finished in the classroom activity, that is autonomous learning strategy. in autonomous learning the students are learn independently in or outside the classroom. in language learning, jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 133 autonomous learning is a capacity, attribute, and attitude (holec, 1980; little, 1991), and can take different forms in different contexts, and to different degrees as a result of the characteristics of each learner. moreover, holec (1981, p. 3) defines learner autonomy as “the ability to take charge of one's own learning and noting that this ability is not inborn but must be acquired either by natural means or by formal learning”. rather, it needs to be activated and developed. it means that the teachers have to help and guide their students in doing the autonomous learning. therefore, there are so many teachers had tried to apply technology in teaching and learning pronunciation through many useful tools, to help students in their barriers. one of the most popular one is the application of mall (mobile-assisted language learning). especially for using some proper application in smartphone for their students to enhance their ability in pronunciation. there are so many kinds of application that can be used in learning pronunciation, for example using english pronunciation application. english pronunciation is an application for helping learners, especially beginners who have difficulties on how to pronounce word properly and how to distinguish the various english sounds. so, they can learn pronunciation by themselves without limitation of time or space. as gredds (2007) states that mobile learning means learning anywhere and anytime. it becomes the solution for teachers and learners who didn’t have much time in the pronunciation class. the researcher has found several previous studies which are relevant with this topic. first study was conducted by alzubi & singh (2017, p. 59-72) entitled “the use of language learning strategies through smartphones in improving learner autonomy in efl reading among undergraduates in saudi arabia”. the second study was conducted by leis, tohei, and cooke jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 134 (2015) entitled “smartphone assisted language learning and autonomy”. the third previous study was conducted by haggag (2018, p. 189-204) entitled “teaching phonetics using a mobilebased application in an efl context”. the last previous study is about “promoting students’ autonomous learning through ict based learning in icp: a case study” by budianto (2014, p. 126-134). that four previous studies related with present study discussed about students’ autonomous leaning and the application of technology in elt. however, those researchers did not focus on the use of english pronunciation application in learning pronunciation. thus, the researcher tried to investigate the use of english pronunciation application in learning pronunciation which elaborate in this paper entitled “promoting students’ autonomous learning through english pronunciation in learning pronunciation” (a case study to the freshman of english education program in galuh university). furthermore, there are two research questions dealing with this study. they are: 1) what are the students' perceptions towards the use of english pronunciation application on their autonomous learning in learning pronunciation? 2) how does the english pronunciation application promote students’ autonomous learning in learning pronunciation? according to voltz (2008), autonomous learning comes from greek words “auto”, which means self and “nomos”, which means rule or law. moreover, holec (1981, p. 1) notes “autonomous learning is the ability to take charge of one’s own learning”. in addition, ivanovska (2015) states that “there are various terms used to denote learner autonomy, which have similar concepts in language education, such as learner autonomy, learner independence, self-direction, autonomous learning, and independent learning”. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 135 further, learning autonomy basically is developed based on a constructivism belief in which effective learning should be the active learning (little, 2007). besides, taylor (2004, p. 143) explains that autonomous learning emphasizes learner’s own responsibility for his or her learning, but that does not mean that teacher should abandon their rights of organizing and directing the class. addition, zoghi & dehghan (2012) defined the students as their own “active learning manager” and the lectures only role as the facilitator which provide space for students’ autonomous learning progress. it can be concluded that autonomous learning is someone’s ability in managing their own learning. english pronunciation application is the application which created and developed by yobimi group which provided to help learners who have difficulties or questions on how to pronounce words properly and how to distinguish the various english sounds. the english pronunciation application presents for android user with some features, levels and pronunciation tips. this app also supports by british and american accent, so the user can listen and practice both accents. through this app, learner will have a great time to learn about english phonetics and sounds and also practice pronunciation skills by word or sentences together with listening and speaking skills without consider limited of time or space. in a basic level, the feature consists of vowel sounds, diphthong sounds and consonant sounds. when the application is started, the student is presented with a familiar everyday picture which has a suitable sound with the certain sound in this application, such as animal, food and things around us. in this level the learners are able to tap to hear a sound or tap and hold to practice the sounds. besides, this basic lesson also provided with words, phrases and sentences, which in each type it is supports by british and american accent, so the learner can listen and practice both accents in words, jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 136 phrases and sentences. moreover, this basic level also provided with rating to check our pronunciation as the feedback. when we tap to record and we pronounce the word, phrase or sentence, there will appear how high and low our rating is. the rating consists of 1-5 star, 1 is low and 5 is excellent or perfect. through this rate we will know the quality of our pronunciation, whether it has corrected or still mispronounce. if our rating is still low, we can replay and replay to get a high rating, which shows that our pronunciation has correct. in this level, besides we are able to pronounce english and voice recording and compare it we can also practice some pronunciation exercise including listening and writing word, writing english phonetic, and writing english word with phonetic. furthermore, in an advanced level consist of linking word, stress intonation. in each part there is a brief information and description about linking word, stress and intonation. in this level could find a definition, types, and some example. so, learner can read and learn the material related to linking word, stress and intonation and they also can tap to listen and practice through some example which provided. the last feature is pronunciation tips. this feature consists of silent letters, homophones and homographs, pronounce specific word, pronounce specific spelling to sound, pronounce specific practice topic and other lessons such a nasal and glottal. in pronunciation tips also complete with example and exercise. pronunciation can be defined as the production of important sound in two senses. first, sound is important because it is used as part of a code of particular language. second, sound is important because it is used to achieve meaning in context of use (dalton & seidlhofer, 1994, p. 3). as stated by jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 137 richards, platt, & weber (1992) that “pronunciation is the way sounds are comprehending by the hearer”. according to kristina, diah, et al (2012, p. 12), pronunciation is the act or manner of pronouncing words; utterance of speech. in other words, it can also be said that it is a way of speaking a word, especially a way that is accepted or generally understood. furthermore, kelly (2014) stated that “pronunciation is the ability to use the correct stress, rhythm, and intonation of a word in a spoken language”. from those definitions, it can be concluded that pronunciation is the sound which produced to generate a meaning between the speaker and listener. method in this research, the researchers employed qualitative research design by implementing a case study upon the object of the study (participants). qualitative research is a systematic scientific inquiry that seeks to build holistic, largely narrative, descriptions to inform researchers of understanding of social or cultural phenomena. it is also defined as an approach to explore and understand the meaning of individuals or groups relating to social or human problems. as stated by mcmillan and schumacher (1993, p. 479) qualitative research is defined as, "process of organizing data into categories and identifying patterns or relationships between categories." this definition implies that data and meaning emerge naturally from the research context. qualitative research is carried out under a combination of observations, interviews, and document reviews. based on the explanation previously, case study was chosen as the design of the research. case study is a detailed investigation of one setting, or a single subject, a single depository of documents, or one particular event (merriam, 1988, yin, 1989; stake, 1994). jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 138 moreover, thomas (2013) states: "case studies are analyses of persons, events, decisions, periods, projects, policies, institutions, or other systems that are studied holistically by one or more methods". furthermore, case studies are a design which can be found in many fields, especially evaluation, in which the researcher develops an in-depth analysis of a case, often a program, event, activity, process, or one or more individuals. in case, the researchers collect detailed information using a variety of data collection procedures over a sustained period of time (stake, 1995; yin, 2009, 2012) and its bounded by time and activity. in addition, case study can be defined as an empirical research method used to investigate a contemporary phenomenon, focusing on the dynamics of the case, within its real-life context. case study used to demonstrate an entity that forms a single unit such as a person, an organization or an institution. in this research, the researchers used purposive sampling as the technique sampling, to choose the participants who have the categories that already determined. moreover, “in purposive sampling—also referred to as judgment sampling—sample elements judged to be typical, or representative, are chosen from the population.” (nunan, 1992, p. 156). this study was conducted to the freshman of english education program in galuh university, especially students who are taking pronunciation subject utilizing english pronunciation in and outside the classroom. the researcher has several reasons in choosing this participant. first, the researcher be aware to the learners' difficultness in learning pronunciation as the researcher's experience. second, the pronunciation subject is available on freshman college students and pronunciation is one of challenging one especially for the beginner. the researcher selects a particular class as participants, it is class a and b for a total 30 students. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 139 findings and discussion firstly, the researchers analyzed the data from close-ended questionnaire to find out the students’ perceptions towards the use of english pronunciation application in learning pronunciation. to report the result of the study, the researchers analyzed the obtained data from the students’ answers to the questionnaire items. table 1. the responses of the students answer no statements sa a n d sd students’ problems in learning pronunciation i think learning pronunciation is difficult 6.7% 23.3% 33.3% 33.3% 3.4% 1 2 i feel less confident with my pronunciation when i have to talk to other people 6.7% 60% 23.3% 10% 0% 3 i cannot practice more my pronunciation in pronunciation class because of limited time 3.4% 63.3% 23.3% 10% 0% 4 i need to hear a native speaker to know how to pronounce a word correctly 30% 53.3% 13.3% 3.4% 0% jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 140 students’ interest in learning pronunciation through mobile based application 5 i prefer learn and practice my english pronunciation on my own through mobile application than in the classroom 3.4% 43.3% 43.3% 10% 0% learner autonomy in learning pronunciation 6 learning pronunciation through mobile based application make me more autonomous 3.4% 56.6% 40% 0% 0% 7 i use english pronunciation application in learning pronunciation in/out of classroom 3.4% 53.3% 33.3% 10% 0% students’ viewpoint to the implementation of english pronunciation application in learning pronunciation 8 i enjoy learning and practicing my pronunciation through english pronunciation application 10% 46.6% 3.4% 10% 0% jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 141 9 i often use english pronunciation for practicing my pronunciation 16.7% 53.3% 30% 0% 0% 10 using english pronunciation make me more motivated in learning pronunciation 16.7% 66.6% 13.3% 0% 3.3% 11 english pronunciation helps me to overcome the problems and difficulties in learning pronunciation 33.3% 60% 6.7% 0% 0% 12 it is effective to use english pronunciation in learning pronunciation 30% 60% 6.7% 3.3% 0% 13 i can improve my pronunciation skill with practicing my pronunciation using english pronunciation 30% 50% 20% 0% 0% 14 i feel better and confidence when i should practice my pronunciation in the classroom since i’ve practice at the previous using english pronunciation 16.7% 56.7% 26.7% 0% 0% jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 142 15 english pronunciation is the appropriate tool to support the english language learner in learning pronunciation autonomously 33.3% 50% 13.3% 0% 3.4% based on the result of the data analysis from the questionnaire response that was presented in the table 1, it can be assumed that most of respondents answered agree and showed the positive response to all statements. it means that they have used english pronunciation application in learning pronunciation. the researcher found that students’ have various perspective and experience in learning pronunciation and utilizing english pronunciation application in learning pronunciation. the researcher classified the result of questionnaire into four point. the first is students’ problems in learning pronunciation. this point refers to the statements number 1 to 4. the result revealed that some of them find that learning pronunciation is not difficult, although the other students feel uncertain with their answer. instead some of them also find that is difficult. so, the researcher concludes that sometimes they have difficulties and sometimes no. moreover, there are some problems faced by students in learning pronunciation. one of the big problems is they were less confident while speak english because they are not sure to their pronunciation. this is crucial for the efl learners, because if they were not confident to their pronunciation, it will give a bad influence to their speaking quality. the second problem is they cannot practice more their pronunciation in the classroom because of limited time. whereas the pronunciation is one of the jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 143 most subject which loved by students, unfortunately there is no enough time for learning and practicing pronunciation deeply. the next problem is the students’ need to hear a native speaker to know how to pronounce a word correctly. although they taught by the lecturer with good pronunciation, but they also need a native speaker to support and make sure their pronunciation. the second point is about students’ interest in learning pronunciation through mobile based application. this point is found in statement number 5. the data showed that the students prefer learn and practice their pronunciation by themselves through mobile application, although some of them look uncertain because they need both lecturer and the application, and a little number of the students prefer learn and practice their pronunciation with the lecturer. from this data, the researcher concluded that some of students feel enjoyed their own learning through mobile application and the others feel bored to learning by themselves or they still reliant to the teacher. the third point cover the statements number 6 and 7 about learner autonomy in learning pronunciation. from the data, the researcher found that most of the students used english pronunciation application in learning pronunciation in or out of classroom and they noted that learning pronunciation through english pronunciation application make them more autonomous. the last point is about students’ viewpoint to the implementation of english pronunciation application in learning pronunciation refer to the statements number 8 to 15. the data revealed that the students often use english pronunciation application because they feel enjoy, motivated to learn, jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 144 more confidence and make them more autonomous. they also argued that this application is effective to support their learning because it can help the students to overcome their problem in learning pronunciation. moreover, they stated that english pronunciation application is the appropriate tool to improve their pronunciation skills. secondly, the researcher discussed the result of the research based on the data from the interview. this finding of interview was aimed to discover how does the english pronunciation application promote students’ autonomous learning in learning pronunciation. students have a various problems or difficulties that faced in learning pronunciation. based on their experience, they need example on how to pronounce the words and to correct their pronunciation. besides, they also difficult to pronounce a new words or strange words and how to differ british and american accents. hence, they use english pronunciation application in and out of classroom to help their barriers in learning pronunciation. they enjoy their learning through this application because they can learn, practice and check how good their pronunciation is. they also can learn and practice anywhere and anytime as much as their needed, which makes them more autonomous. so, they can manage their learning by themselves. moreover, the english pronunciation applications’ rating also affect their enjoyment in learning pronunciation. they stated that they will keep trying when got the low rating. it means that the rating of this application gives the influence for their motivation in learning pronunciation. in addition, most of the students stated that the implementation of english pronunciation application in learning pronunciation is a good way to support their learning, it also really useful, especially for the teacher and the student. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 145 for the teacher or the lecturer, it helps them for teaching pronunciation while for the student it helps them because learning and practicing their pronunciation can be easier, even though there is no lecturer. therefore, as cited in mccrocklin (2016) students struggle to monitor themselves which can lead them to feel more dependent on an instructor for feedback. the students’ ability in receiving feedback from instructors/teachers without relying to them is a critical for autonomy and there is a great need for practical tools and strategies that will give students this ability. technology is a tool that can promote autonomy by enabling experimentation through self-access work outside of class while also providing immediate feedback to learners. hence, the english pronunciation application is an appropriate tool to support students in learning and practicing their pronunciation. this application also makes their learning easier, it can help them to overcome the problems in learning pronunciation, make them more autonomous learner, and improve their pronunciation skills. conclusions referring to the research question of the present study, it concludes that the use of english pronunciation application in learning pronunciation can helps the students to overcome their problems in learning pronunciation, makes them more motivated in learning pronunciation, makes them more autonomous learner, feel better and confident while practicing their pronunciation and can improve their pronunciation skills. they also assumed that feedback which provided in english pronunciation application gives the big effect to their motivation and their autonomous learning. it can appreciate their self while got the highest score/good feedback, and will motivate them jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 146 while they got the low score/bad feedback, which makes them wants to learn and practice more, without forced by anyone. references adinegara, i., surachmat, a.m., & faridah, d. 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(2016). english pronunciation instruction: a literature review. international journal of research in english education, 1(1), 1-6. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 148 yoshida, m. t. (2018) choosing technology tools to meet pronunciation teaching and learning goals. the catesol journal. zulaihah, s., & harida, r. (2017). autonomous learning strategy of the successful nontraditional students. eltin journal, journal of english language teaching in indonesia, 5(2), 71-84. microsoft word 5787-20130-1-rv luthfi https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 received accepted published august 2021 august 2021 september 2021 online culture during the covid-19 pandemic hayati nupus nupushayati604@gmail.com catholic atmajaya indonesia university abstract the virus of the covid-19 pandemic has caused the government to apply stay-at-home rules, to anticipate the spread of the novel corona virus which is increasingly spreading through human social activities. the covid-19 pandemic has changed all forms of human life, including educational learning at the formal level of higher education, students are required to learn from home using technology in the form of visualization of networks in the form of technology such as laptops or mobile phones, so that learning and activities can be seen directly shown and carried out through internet network from home, without having to touch physical such as face-to-face or other social routines. the existence of this covid-19 pandemic forces the public to be responsive to technology, towards a new culture, where communication and routines can be done such as online learning for students at home, communication, new culture, and digital culture will be the implications of this online learning process, with online learning activities. during a pandemic, new experiences with technology, without being able to physically explore yourself and with your family at home, so at least until this covid-19 pandemic ends. a basic element of this changing social system is the behavior of individuals and groups in and between systems. ultimately, the success of online learning is determined by the adaptation of these students to new cultures, new experiences, and technologies as environmental behavioral implications. keywords: online learning, culture, covid-19 pandemic introduction pandemics cause health, food, and social, learning crises, high numbers of sick people, deaths, economic losses, and psychosocial risks, which exceed human skills to cope with the atmosphere (organization, 1992). according to (wikipedia covid-19-pandemic) the covid-19 pandemic is an ongoing global pandemic of coronavirus disease 2019 (covid-19), caused by acute respiratory syndrome coronavirus 2 (sars-cov-2), declared by the world health organization (who) in march 2020. a new virus was jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 84 identified in wuhan, china, in december 2019; lockdowns in wuhan and other cities in hubei province failed to contain the outbreak and spread to other parts of mainland china and around the world. who declared the outbreak an international public health emergency on january 30, 2020, and then became a pandemic on march 11, 2020. since 2021, the virus variant has caused further waves in several countries, with delta, alpha, and beta variants being the deadliest (joint, 2021). the world seems to slow down and even pause because the covid-19 pandemic is indeed a shock effect for all of us. humans are forced to 'quit' their routines forcing us to breathe for a moment, stop from the vortex of the system, and look back at life, family, and social environment in the truest sense, in other words, the spread of coronavirus (covid19) is becoming a major crisis of modern humans. indonesia is no exception, has a big challenge in handling covid-19 however, indonesia is not alone in finding solutions for students to keep learning and fulfill their educational rights (dan kebudayaan, 2020). the spread of coronavirus forces us to see how changes in technology, economy, politics to education during the crisis due to covid-19. that change requires us to be prepared, respond with attitudes and actions while always learning new things. of all these fields, the field of education in higher education became my concentration. the government through the ministry of education and culture in all countries has implemented a learning policy that is learning from home. the learning policy of learning allows the teaching and learning process to continue even if lecturers and students do not meet in person at the school. lecturers can still deliver teaching materials, and students can still receive lessons without having to leave the house. from this description, it can be understood that the existence of the covid-19 pandemic is forming a new culture in our society today, by using technology that is applied in online or online learning-based teaching in the field of education in the covid19 pandemic, which is a government effort. in dealing with the spread of the covid-19 pandemic (dan kebudayaan, 2020) thus, efforts to respond to the covid-19 pandemic emergency in indonesia encourage universities and the academic community to use online learning methods as a substitute for face-to-face lectures which have been temporarily suspended to prevent the spread of the covid-19 virus, by making a policy to close educational institutions with this new normal habit, online learning has become a new term in education. therefore, this library research was conducted to examine how online jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 85 learning has become a new culture for university students during the covid-19 pandemic, given the many problems and changes that occur in the online learning process. several studies have found the phenomenon of the covid-19 pandemic that has an impact on education. the absence of direct (offline) learning is a new experience. so that the learning process is shifted to using online media as a virtual communication medium. online education offers a new culture of learning. as research (moore et al., 2011) online learning is carried out using the internet network with accessibility, connectivity, flexibility, and the ability to bring up various types of learning interactions. online learning is essentially a virtual learning method by utilizing existing information and communication technologies. online learning that is implemented suddenly generates a response, both positive and negative. negative responses that occur such as the unpreparedness of universities in conducting online learning. universities are not prepared to transition from classroom-based or offline education to fully online or online-based education, so many universities lack infrastructure and strategies (chakraborty et al., 2020). online learning is a face-to-face learning system between teachers and students, a study conducted by (allen &seaman, 2007) that online learning requires an internet network. teachers and students carry out learning together, at the same time, but in different places. various applications and platforms can be used, such as whatsapp, telegram, zoom meeting, google meet, google classroom, and others. to support this online learning, the main device needed is a computer or android connected to the internet network. as known by the government through the ministry of education and culture in all countries has implemented a learning policy that is learning from home. home learning is implemented with a distance learning system. distance learning is an educational system where students are separated from educators and the learning process uses various sources through information and communication technology (ict). a study conducted by chun, kern, and smith (chun et al., 2016). besides, online learning refers to the use of internetbased technology features, which are highly dependent on the availability of information technology. as (dabbagh & bannan-ritland, 2005) in their research proposes several characteristics of online learning, including; social interaction, inclusive learning community, computer-based learning, digital classroom, interactivity, and so on. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 86 the relationship between online learning and culture, such as (univer, 2013, pp. 126–132) explains the expert's view that culture is a set of ways of thinking, beliefs, feelings, habits, ideas, ideas, actions, behaviors, values, which are conveyed through symbols, including various artifacts in a society or community. culture in education includes unwritten rules within the group, such as social standards or accepted study habits. culture provides a design for people to interpret their environment, shapes how people see the world, how they think and act, according to research (atkins et al., 2010) models for enhancing learning and promoting health; namely the need for improved outcomes for all students, including those with serious emotional/behavioral needs; similarly, consensus statements are coordinated by the national center for mental health in schools. as well as from (ruben & stewart, 2006) that culture is a way of life, values, habits, norms, daily life, human customs, it means that accepted social systems or standards or study habits together. culture is determined by how individuals think, imagine and learn from something. culture shows a pattern of sustainable living in an ecosystem. culture is a fundamental element in understanding how a social system changes. culture influences the behavior of individuals and groups in their interactions within and between systems. in other words, the development of knowledge is determined by culture, economy, and social system. the cause of the success of the existence of an institution or group is because they can understand the culture in their environment. method design research in this paper using library research (potter, 1982) review of studies on duplication of ownership and acquisition among libraries, with a bibliography included. literature studies are conducted to obtain the necessary data by reading literary sources. data sources are taken from printed books and e-books, periodical journal articles, laws and regulations, and other relevant sources. the collected data is then analyzed qualitatively. according to (miles & huberman, 1994) activities in qualitative data analysis are conducted interactively and continuously and are described in four steps. the four steps are data collection, data reduction, data presentation, and data collection verification or drawing conclusions jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 87 finding and discussion online learning is an online learning class program to reach massive groups and broad goals. online learning has become an inevitable choice for educational institutions. lecturers can still teach, and students can still study at home, during the covid-19 pandemic. however, online learning relies heavily on the availability of information and communication technologies. many cases from different language skills taught revealed that the touch of technology somehow impact its learning and students motivation (ari , w, & mulyadi, 2021). which is an online learning system that uses an interactive model based on the internet. so the impact of the covid-19 pandemic on education causes a change in learning, namely new experiences with technology in new habits or with the formation of a new culture of the learning process from starting regular classrooms to online classes, thus there are some impacts that the results of online learning activities during the covid-19 pandemic. first, the short-term impact, homeschooling is a big surprise for indonesian families, causing psychological problems for students who are accustomed to face-to-face learning. this condition creates confusion among the public because of the limited information technology infrastructure, especially in the regions. second, the long-term impact, aspects of justice, and increasing inequality between community groups and regions that need the support of communication and information technology. as in research (sarısakaloğlu et al., n.d.) (2015) explains that online learning is a form of learning that is supported by information, and communication technology. online education is a new trend in universities in turkey. to enable effective and productive communication, both between students and between teachers and students. the problems that arise in online learning during the covid-19 pandemic are faced by many students in universities, such as: first; slow internet network; this is one of the main problems that many students face, in online learning requires a strong internet network considering the media used in the form of zoom, google meet, skype, and other applications to attend video conferences. applications to attend video conferences require a strong internet network to keep the learning process smooth and not constrained by sudden stops of video or dotted sound. technical problems such as disjointed sounds and stopped videos cause ineffective jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 88 learning and students are unable to absorb the information submitted by the lecturer in its entirety. the condition of the covid-19 pandemic also has an economic impact on the families of students. although informants come from the middle and upper-middle classes but still feel the financial impact, and this becomes a limitation in the online learning process. the cost of purchasing a data package for online communication is considered by students to be quite burdensome for them in the learning process second; expensive internet quota price; in addition to a very slow internet network especially for those in rural areas, the challenges and obstacles of learning online next is the price of internet quotas that are too expensive for most people. moreover, the expensive internet package is often limited to a certain amount of quota which is certainly not enough for the needs of students running video conferences with their lecturers. as we know that the quota needed for video conferences is of course very large. third; limited access to computer devices and smartphones; there are still many students in indonesia who do not have access to computer devices and smartphones. this is commonly experienced by students from lower-middle families. sometimes, the only telecommunication device owned by the family is just a regular mobile phone without internet access. this condition causes uneven access to online learning for all students in indonesia. limited access to internet-connected devices is experienced especially by students from villages and the hinterland. fourth; the number of distractions at home; the main difference between studying on campus with the home study is the level of distraction experienced by students. when students study in the classroom, the environment of the room has been arranged in such a way as to support the learning process to run smoothly. this is different from the teaching and learning process from home. not all students have the same home conditions to support the learning process. many of the students do not have a quiet, quiet study room, get enough light and comfortable. moreover, often activities in the home environment cause quite a lot of distractions for students. the distractions are very diverse, ranging from sound distractions, sight distractions, and many others that cause students to be unable to focus on learning. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 89 fifth; lecturers and students are still not good at using digital technology; so far, people only know the learning process face-to-face. the online learning process is still very rare in indonesia so the change of learning system from face to face makes many parties have to adapt to digital technology immediately. the use of digital technology must be learned from hardware to software or applications. many parties such as teachers to students who do not understand running certain features in the software so that learning is not maximized. sixth; understanding of the content of the subject matter; such as the content of reading materials delivered online may sometimes not be understood by all students, due to the content of the material presented in the form of powerpoint, and in the form of video. students may be able to understand the material, however, it is not comprehensive, just from their point of view, and a lot happens, outside of online learning hours many students then call directly to the lecturer to ask for more explanation about the material that has been delivered online. in terms of the experience of lecturers of foreign language courses for example, sometimes there is still a lot of misunderstanding of understanding in terms of listening to words or sentences in foreign languages that are different meanings, not yet with this online system is only effective to give assignments and quizzes to students. that is, in one meeting, if the lecturer presents the lesson material accompanied by an assignment or quiz, students will be active and enthusiastic about learning the material because they are worried if the assignment or quiz is not completed. conversely, if the lecturer posts the material without an assignment, or the student is only asked to study the material, then the student is not enthusiastic about studying it. seventh; difficult to interactive; although this is not always the case, generally the teaching and learning process conducted online causes the learning process cannot take place interactively. many students are confused by material but difficult to ask the lecturer, this is sometimes also caused by lecturers who deliver the material only in one direction and do not allow the students to ask. moreover, in some cases, lecturers often do not hold video conferences and only provide written materials and explanatory videos to students. thus, it certainly makes it difficult for students to understand and ask questions related to certain materials to lecturers. as a result, the teaching and learning process becomes ineffective for students. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 90 eighth; students playing around; there are still many students found playing around when studying online because they feel not supervised by lecturers directly. sometimes from the start of online classes until the end of class online students only live on camera at the time of class attendance check. in online learning, we do not know if students or lecturers pay attention to each other in listening to the subject matter delivered by the lecturer concerned. ninth; saturation in communication. online learning demands high commitment from both students and educators in rigid and formal situations while the offline classroom atmosphere is more fluid. also, limited meeting time, media, focus discussion, and others. tenth; fatigue in online communication. online lectures make the physically tired quickly because humans continue to be in front of the computer. (zhang & ma, 2020) explains that the use of online forum video call applications such as zoom makes people more focused on real-time face-to-face chat (synchronous communication), which is exhausting. however, the online learning process for college students from the impact of the covid-19 pandemic also gave rise to a new culture, from online classroom learning, and offline classroom learning: first; triggering the acceleration of educational transformation; the covid-19 pandemic, which came uninvited, led to the closure of schools and colleges, to stop the pandemic movement. instead, the government has enacted a remote education system. this technology-based distance education system certainly requires educational institutions, lecturers, students, and even parents to be technologically capable. this triggered the acceleration of the transformation of educational technology in the country. second; many applications of online learning; accelerating the transformation of educational technology due to the corona pandemic led various platforms to launch various online learning applications to support distance learning. many online learning applications make learning “from home only” still effective. online learning applications are developed by providing features that make it easier to learn online third; the number of free online courses; free online courses are starting to rise during the covid-19 pandemic. many tutoring institutions provide free online courses or some provide at a discounted price. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 91 fourth; the emergence of unlimited creativity; corona pandemic makes new ideas emerge. scientists, researchers, lecturers, and even students are trying to conduct experiments to find the covid-19 vaccine. for example, students majoring in pharmacy or health students can find natural remedies for self-isolation covid-19 or for pregnant and nursing mothers, for example, such as students majoring in applied language sciences they make journals or papers about covid-19, by collaborating from many countries that are equally affected by this virus, to find new insights and science about the phenomenon of pandemic viruses that occur in the world today. fifth; application of science in the middle of the family; when all schools and colleges are closed and # learning from home, it becomes an opportunity for students to apply knowledge in the middle of the family. either just open a small discussion or by teaching the knowledge gained to the family. this plays an important role in improving students' understanding of science by direct application. the science applied directly will have an influence not only on who applies but also on those who receive an application. sixth; ability of lecturers to manage classrooms and management of educational institutions. the ability of lecturers is related to the ability to manage the classroom, provide interesting teaching, and varied so that it is not monotonous. however, the findings show that there are still lecturers who use one-way communication patterns, only for material delivery and lack of explanation. seventh; student learning culture and confidence. our educational culture tends to be one-way. students are not used to speaking or expressing their opinions, tend to be passive, lack initiative, and wait for the lecturer's instructions. meanwhile, online learning requires students to be responsible, disciplined, independent, and have the confidence to be active. eighth; stress levels and decreased learning spirit. lectures in class are usually considered more enjoyable because there are interactions, jokes, and stories when communicating informally with friends and the environment before and after college hours. when studying online, communication is seen as too formal. the learning process is taken seriously, rigidly, and there is not enough time to establish interpersonal communication. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 92 ninth; environmental disturbances; learning from home makes students have to do online learning in a quiet room, either a living room or a family room, where a supportive environment makes students focus on understanding the materials delivered by lecturers in their online classrooms so that sometimes many who specialize in home study rooms so as not to interfere with their online learning concentration at home. thus, it can minimize misunderstandings in capturing online lesson materials. tenth; family support; with online learning demanding parents or families to understand the context of online learning, however, this new culture demands parents to pay more attention to the activities of children in online learning, both from the provision of the network at home, and the development of learning of their children, in today's case there are still many parents who during online learning still ask students to do other activities, and even think the child is just messing with his laptop or handphone, without knowing that there is an online class taking place, for example; tell or ask to buy something or something else and or scold the child during the online class so that it is heard when the microphone is lit from the student's it a self laptop or handphone it. conclusion online lectures require adequate resources, especially digital resources and access to technology. online learning also demands human resources with digital and technological capabilities. empathy from educators, campuses, and families for the difficulties experienced is urgently needed to provide moral support to students. changes in learning culture need to be made, although there are long and short-term impacts, as well as in terms of positivity and negativity. however, the condition of the covid-19 pandemic makes students and the world of higher education do not have much choice. there is no denying that the covid-19 pandemic brings and forms new habits or new cultures along with the advancement of world technology in online learning in the field of education, in this case in higher education or universities. references ari , n. w., w, t. d., & mulyadi, d. (2021). students' motivation in learning online of reading comprehension narrative text through google classroom. journal of applied linguistics and literature , 1-9. atkins, m. s., hoagwood, k. e., kutash, k., & seidman, e. (2010). toward the integration of education and mental health in schools. administration and policy in jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 93 mental health and mental health services research, 37(1), 40–47. covid-19 pandemic: https://en.wikipedia.org/wiki/covid-19_pandemic (https://en.wikipedia.org/wiki/covid-19_pandemic) published online on june 20 chakraborty, p., mittal, p., gupta, m. s., yadav, s., & arora, a. (2020). opinion of students on online education during the covid‐19 pandemic. human behavior and emerging technologies. chun, d., kern, r., & smith, b. (2016). technology in language use, language teaching, and language learning. the modern language journal, 100(s1), 64–80. dabbagh, n., & bannan-ritland, b. (2005). online learning: concepts, strategies, and application. prentice-hall. dan kebudayaan, k. p. (2020). mendikbud terbitkan se tentang pelaksanaan pendidikan dalam masa darurat covid-19. kemdikbud. go. id, 24. joint, w. h. o. (2021). who-convened global study of origins of sars-cov-2: china part. miles, m. b., & huberman, a. m. (1994). qualitative data analysis: an expanded sourcebook. sage. moore, j. l., dickson-deane, c., & galyen, k. (2011). e-learning, online learning, and distance learning environments: are they the same? the internet and higher education, 14(2), 129–135. organization, w. h. (1992). who commission on health and environment. potter, w. g. (1982). studies of collection overlap: a literature review. library research, 4(1), 3–21. ruben, b. d., & stewart, l. p. (2006). communication and human behavior, 5�ℎ. boston: pearson. sarısakaloğlu, a., atay-avşar, t., & acar, z. (n.d.). communication barriers in online teaching and online learning with digital media, in the framework of teaching and learning theory, approaches. univer, a. g. m. (2013). what is culture? zhang, y., & ma, z. f. (2020). impact of the covid-19 pandemic on mental health and quality of life among residents in liaoning province, china: a cross-sectional study. international journal of environmental research and public health, 17(7), 2381. https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 250 received accepted published may 26 th 2022 august 28 th 2022 september 14 th 2022 anisa hersa putri anisahersa@gmail.com universitas bengkulu, indonesia syafryadin syafryadin@unib.ac.id universitas bengkulu, indonesia teachers’ obstacles and solutions on integrating ict in english language teaching abstract nowdays, in 21 st century, it has been recognized for its easy access to technology for communication and gathering information. people are starting to use ict to simplify or improve their work, as well as in education. this study aimed to find out (1) obstacles that english language teachers face while integrating ict in teaching and learning process; and (2) solution of how to overcome those obstacles. this study used a survey research design. questionnaire will be given to 35 samples of junior high english teachers in public schools in kota bengkulu. results showed that most teachers feel ready to undertake ict tools in english teaching and learning process. in addition, there are several major obstacles in ict implementation, such as lack of financial support, technological difficulties, academic dishonesty, and time limitations. it also uncovered that financial problem is the first obstacle to be solved in order to overcome others obstacles. keywords : information and communication technology (ict), obstacles, elt introduction nowdays, in 21 st century, it has been recognized for its easy access to technology for communication and gathering information. people are starting to depend on those information and communication technology (ict). many people use ict to simplify or improve their work, as well as in education. people who working in the educational sector must be able to develop a range of functional skills in order to use ict. teachers must be able to utilize those technology to upgrade the teaching and learning process to be more effective. ict is the abbreviation for information and communication technology. it refers to sort of technologies used to communicating, processing and storing information, also for creating and sharing information. it is supported by alkamel & chouthaiwale (2018) that stated ict is a set of technological tools used to communicate and manage https://jurnal.unigal.ac.id/index.php/jall/index mailto:anisahersa@gmail.com mailto:syafryadin@unib.ac.id jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 251 information. ict includes such technologies as computer, network hardware and software also covers television, radio, phone, dvd, and many more. traditional teaching pedagogy is slowly being replaced by ict advancement. face-to-face classroom interaction is being replaced by online communication, traditional white and blackboards are being replaced by interactive whiteboards, and online resources are replacing books and printed materials. technology has a history of guiding our field of education from a dark to a bright era. this is due to the fact that the usage of ict in education can give some usefull benefits for both students and teachers. saputri et al (2020) mentioned some benefits of implementing ict tool in classroom teaching and learning process. first benefit is making students actively engaged in learning process. students will be more independent, means that they know what knowledge they need and how they will acquire that knowledge. the second benefit is supporting collaborative learning. ict allows students to collaborate and work together without being restricted by the dimensions of their environment. third, ict also allows students to communicate and learn from others without having to see them face to face. lastly, the use of ict is also able to increase students’ learning motivation. the idea of using ict has been supported by the goverment. following the current movement and educational trend, the ministry of education and culture regulation number 103 states that teachers should use ict to accomplish the curriculum's standard quality. in other words, it is necessary for teachers to be able to utilize ict tools in their teaching process in order to achive more effective and interactive learning process. as stated by saputri et al (2020), students' cognitive development can be enhanced by using ict, as well as their learning motivation and communication. the effectiveness of integrating ict, on the other hand, is dependent on the teacher's creativity in managing and creating exciting learning activities. some problems or obstacles that emerged during the integration of ict in the classroom may make it difficult for the teacher to effectively integrate ict in the classroom. as a result, it is cruciall to assess the practical application of ict integration in classroom teaching process (dwiono et al. 2018). some studies have explored about difficulties or obstacles that might faced by teachers while integrating ict tools in classroom. the studies have been investigated problems faced by teachers while integrating ict in english language teaching, both in indonesia (aminullah et al, 2019; swandewi. n, 2018) and outside indonesia (raman & yamat, 2014; salehi & salehi, 2012). those studies were to find out jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 252 some difficulties faced by the teachers while using ict in elt classroom. they used questionnaires and interviews to collect data. results showed that some teachers had a high desire to integrate ict in the classroom and had used several ict tools in the classroom. mostly, teachers encountered four main problems namely infrastructural problems, amount of work problems, problem of time, and lack of teachers’ competence in using ict tools. the researchers have explored to uncover some obstacles and problems that might faced the english teachers which causes them to be hindered on integrating ict tools in english language teaching. yet, investigation on solution that the teachers use to overcome those obstacles is still limited. thus, it is essential to be done in order to enrich the study in this area. therefore, it is necessary to understand what obstacles english language teachers face while integrating ict in classroom as well as the solution of how to overcome those obstacles. the findings of this study can thus be used as a valuable resource for educational practitioners and stakeholders, as a evaluation also providing a picture of present practice in ict integration as well as preparation for ict integration in the teaching-learning process. as a result, the researcher will be conducting a study entitled "teachers' obstacles on integrating ict in english language teaching" purposed to find out (1) obstacles that english language teachers face while integrating ict; (2) solution of how to overcome those obstacles. method to present the data gathered throughout the investigation, this study used a survey research design. creswell (2015) defined survey research design as processes in a study in which investigators give a survey to a sample or population using questionnaires or interviews to describe the attitudes, opinions, behaviors, or features of the population. the samples were 35 english teachers. purposive sampling was used to select the sample, as the researchers determined the sample by identifying certain features that were relevant to the study's objective and might be predicted to address the research topic. as stated by ary et al (2014), purposive sampling is also known as judgment sampling because it selects sample items from the population that are deemed to be typical or representative. therefore, in order to be included in a study, research participants must meet certain criteria. the researchers employed questionnaire as a tool to collect data. the jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 253 questionnaire was consisted of two parts. the first was guided questionnaire to gather information regarding their problems concerning the usage of ict in the classroom when teaching english. the second one is open ended questionnaire to uncover their solution in order to overcome those ict integration obstacles. the questionnaire was adopted from kurniawan. d (2014). findings and discussion findings in this section, the findings are arranged according to the research’s questions. the first is concerned on the obstacles faced by the teachers while implementing ict tools in class. to gather this information, the researcher used questionnaire consist of 21 items. the frequency of each items responses and the mean score of ech items are provided in a table below. table 1 : survey of teacher’s obstacles in implementing ict in class no. statements strongly agree agree disagree strongly disagree 1 lack of technical support 9 (25.7 %) 19 (54.3 %) 7 (20 %) 2 lack of access to technology 9 (25.7 %) 15 (42.9 %) 11 (31.4 %) 3 i have difficulty managing the classroom when students are working on computers 1 (2.9 %) 8 (22.9 %) 26 (74.3 %) 4 i don’t know how to use technology 1 (2.9 %) 4 (11.4 %) 22 (62.9 %) 8 (22.9 %) 5 i don’t understand how to integrate technology into my elt instruction 1 (2.9 %) 6 (17.1 %) 22 (62.9 %) 6 (17.1 %) 6 i don't have time to teach students the basic computer skills needed for more complex tasks 1 (2.9 %) 18 (51.4 %) 15 (42.9 %) 1 (2.9%) 7 lack of time during a class period 2 (5.7 %) 23 (65.7 %) 10 (28.6 %) 8 i don't think i have enough time to prepare for using technology 2 (5.7 %) 11 (31.4 %) 19 (54.3 %) 3 (8.6 %) 9 i don’t know how to evaluate or assess students when they work online 2 (5.7 %) 4 (11.4 %) 24 (68.6 %) 5 (14.3 %) 10 i don't know how to incorporate technology and still teach content standards 2 (5.7 %) 7 (20 %) 26 (74.3 %) 11 i don't think i have time to integrate technology because of the amount of time required to prepare students for high stakes testing 1 (2.9%) 12 (34.3 %) 21 (60 %) 1 (2.9%) jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 254 12 i don’t know how skilled my students are at using technology 2 (5.7 %) 18 (51.4 %) 15 (42.9 %) 13 i think internet text is too difficult for students to read 1 (2.9%) 4 (11.4 %) 28 (80 %) 2 (5.7 %) 14 lack of professional development on how to integrate technology 5 (14.3 %) 17 (48.6 %) 13 (37.1 %) 15 lack of incentives to use technology 4 (11.4 %) 18 (51.4 %) 13 (37.1 %) 16 lack of funding 10 (28.6 %) 19 (54.3 %) 6 (17.1 %) 17 i don't think technology is reliable 1 (2.9%) 8 (22.9 %) 21 (60 %) 5 (14.3 %) 18 i don't think technology fits my beliefs about student learning 1 (2.9%) 9 (25.7 %) 22 (62.9 %) 3 (8.6 %) 19 i have difficulty controlling what information students access online 1 (2.9%) 22 (62.9 %) 12 (34.3 %) 20 i don't believe technology integration is useful 1 (2.9%) 4 (11.4 %) 22 (62.9 %) 8 (22.9 %) 21 i find it difficult to track whether students are lying, plagiarizing or not 3 (8.6 %) 20 (57.1 %) 12 (34.3 %) table 2 : the result of the questionnaire mean score item n mean score scale categorization 1 35 3.05 agree 2 35 2.94 agree 3 35 2.28 disagree 4 35 1.94 disagree 5 35 2.05 disagree 6 35 2.54 agree 7 35 2.77 agree 8 35 2.34 disagree 9 35 2.08 disagree 10 35 2.31 disagree item n mean score scale categorization 11 35 2.45 disagree 12 35 2.62 agree 13 35 2.11 disagree 14 35 2.77 agree 15 35 2.74 agree 16 35 3.11 agree 17 35 2.14 disagree 18 35 2.22 disagree 19 35 2.68 agree 20 35 1.94 disagree 21 35 2.74 agree the questionnaire used in this study employ the 4 points likert scale. this is intended to make the respondents do not choose a neutral answer so that the data collected have a definite response whether the respondents agree or disagree. the items in the questionnaire also represent six potential obstacles regarding the implementation of ict tools in english jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 255 teaching classroom. they are technological difficulties, teachers’ refusal, time limitation, teachers’ less knowledge, financial difficulties, and academic dishonesty. technological difficulties this category represented in questionnaire item number 1, 2 , and 14. all the three items’ mean score categorization got ‘agree’ response from the respondents. facilities and infrastructure in schools are still a limitation for teachers to explore the use of ict tools in the classroom. this can indeed be a real obstacle where the use of ict must be supported by certain facilities such as computers, internet connection, electricity, and so on. without these facilities, the use of ict tools in the classroom might be impossible to be realized. teachers’ refusal teacher refusal intended as an obstacle where the teacher refuses to use ict tools in class for certain reasons. this category represented in questionnaire item number 3, 14 , 17, 18, and 20. one from the five items got agree response and the others got disagree response that makes this category obtained ‘disagree’ response from the respondents. in other words, there is no rejection from junior high school teachers in bengkulu city in carrying out ictbased learning in the classroom. time limitation this category represented in questionnaire item number 6, 7 , 8, and 11. this category got ‘neutral’ response since half and half of the statements refer to both agree and disagree. from the data statements above, it can be said that respondents agree that they have limited time when bringing ict-based learning to the classroom, but have sufficient time to prepare materials that require integration into ict. it might be happened since it is constrained by the class period of time which may be drained because some teachers have to teach students basic computer skills so that the learning material is not fully covered in teaching process. teacher’s less knowledge this category means that teachers' ignorance of how to integrate technology becomes an obstacle in order to carrying out ict-based learning. this statement represented in questionnaire number 4, 5, 9, and 10. the mean score of all the items indicated that that this category got a ‘disagree’ response from the respondents. as a result, it can be concluded that most of the junior high school english teachers in bengkulu city have skills in running computers and various other technologies. it can be a good news since technology unknowledgeable is not a reason not to implementing ict tools in the classroom. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 256 financial difficulties funding can be one of the obstacles in implementing ict tools in class since technology is not a cheap thing. probably, this is also one of the reasons for the limited technological facilities in some schools. this category represented in items number 15 and 16, and the mean score result showed that some respondent ‘agree’ that financial difficulties is one of the obstacled to employ ict in english teaching and learning process. from the findings above, it can be said that financial problems can hinder the use of technology in schools or classrooms. most of the respondents agreed that adequate finance can facilitate the use of ict in schools and classes run well. finance is also an important issue in the use of technology in schools. it can be said that it hasa relationship with the fulfillment of technology-based facilities in schools. in other words, if financial problems can be overcome, it will also eliminate the problem of limited technological facilities. academic dishonesty this problem related to the teacher's distrust of technology and students who use the technology itself. this category is found in the questionnaire item numbers 12, 13, 19, and 21. according to the data result above, 3 out of 4 statements got a ‘agreeement’ from the respondents as one of the things that hinders the use of ict tools in the classroom. some of the teacher's concerns about students accessing the internet or technology in the learning process are when students access inappropriate sites or plagiarism. as a final result, it can be concluded that there are some points that got the agreement from junior high school teachers in bengkulu city to be the barrier for integrating the ict tools in english classroom. the three points are technological difficulties, financial difficulties, and academic dishonesty. the barriers include limited adequate technological facilities and infrastructures in school, lack of funding and incentives, also teacher's distrust of technology and students who use the technology itself. for the second research question, the data result were collected through the second part of the questionnaire. based on the results of the second part of the questionnaire which discusses the solutions that teachers took to overcome the problems they have experienced, there are several solution points that can be used in order to overcome some problems in the use of ict tools in the classroom and school. from the data collected, itcan be concluded that some solutions suggested by the teachers to overcome those problems are as follow. first is choosing a simpler and available technology as long as it is still relevant to the learning material. personal computer or smartphone, speakers and many things can be used at jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 257 this point. second, using funds in appropriate ways to improve facilities and infrastructure that support technology-based learning. prioritize supporting facilities such as electricity, internet connection and computers. lastly, learning a lot about the use of technology that is more effectively applied to the learning process. this can be learned by attending training and seminars or self-study through youtube or other platforms. a more in-depth discussion of the problems faced by teachers and their solutions will be discussed in the next section discussion teachers’ obstacles in integrating ict in english class there were six potential obstacles regarding the implementation of ict tools in english teaching classroom which are technological difficulties, teachers’ refusal, time limitation, teachers’ less knowledge, financial difficulties, and academic dishonesty that have been studied in this research.this study reveals that the main barriers for implementing technologies or ict tools in english class were lack of financial support, technological difficulties, academic dishonesty, and time limitation. balanskat et al (2006) categorized the obstacles into 3 classes, such as micro level, meso level, and macro level. financial support, technology lackness, and time limitation are categorized as meso level barriers since they relate to instutional context. while academic dishonesty is categorized as micro level barrier since it relates to teacher’s attitudes and understanding to ict. according to the result, it can be said that there are no internal factors that might hinder the teachers in junior high school in bengkulu city to implementing technologies in class. it can be seen from the result that most of the respondents had no agreement towards the points of teacher’s lack of knowlegde/ skill and teacher’s refusal as one of the obstacles in integrating technology in class. it can be concluded that junior high school teachers in bengkulu city were technology literated. it is a good thing since thic category is really essential in the successful implementation of technology in classroom. it is supported by statement from johnson et al (2016) stated that it is necessary for nowdays teachers to have the ability and skill in integrating the ict tools in class. those skill will lead to more elevated teaching and learning process also boosting teacher’s confidence to use them. in this case, the major problems faced by the respondents in integrating technology are technological difficulties, financial difficulties, academic dishonesty, and time limitation. among these barriers, there might be relationship which can be the cause of the emergence of a barriers. bingimlas. k (2009) mentioned that this relationship can link one problem with other issues. one of the examples of this relationship is among technological difficulties and financial difficulties. developing ict infrastructure is a costly investment. the cost includes jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 258 hardware/ software, maintance/ upgrading, laboratory, and furnitures. therefore, poor funding in educational sector can obstruct the preparation of ict infrastructure in school (salam et al. 2018). it can also be said that to overcome the problem of unpreparedness of tools or infrastructure in schools, government or stakeholders should allocate adequate funding for educational sector. moreover, it is also recommended that these funds can be used properly for improving school’s ict infrastructure. lack of ict infrastructure may also cause it to connect with other obstacles. due to the limited infrastructure in schools, teachers are racking their brains to keep using technology in the classroom. one way that many teachers do is to prepare and use the technology independently. the time it takes for teachers to prepare the learning process using technology independently in the classroom can reduce lesson hours. this can cause the learning objectives have not been achieved even though the learning time has run out. it is supported by dang (2011), ict based lesson preparation is time-intensive since, on average, one hour of ict based lesson preparation takes 3 to 4 hours. as a result, teachers had difficulty either planning class or conducting the lesson in the finite time. furthermore, teachers will require extra time to set up all of the ict tools in the classrooms. as a result, the teachers believed that instead of setting up the ict equipment, they could complete the essential activities during their lesson hours. the last obstacles in implementing ictbased learning is teachers’ acedemic dishonesty. one example of academic dishonesty is plagiarism. plagiarism happens when someone passes off another person's words, ideas, phrases, sentences, or data as their own (higbee & thomas, 2002). most respondents agree that plagiarism is one of the reasons teachers are reluctant to use technology, especially when they working on internet. students tend to copy and paste information from the internet and collect it as their assignment. the teacher's distrust of this action is one of the inhibiting factors in the use of ict in the classroom. in addition to finding out the problems faced by teachers, this study also seeks to find out what teachers can do to overcome these problems. this will be discussed in the next part. teachers’ solutions to overcome obstacles in ict integration in addition to identifying some ict issues that teachers encounter in class, this research aims to determine what the teachers may do to deal with these issues. here are some teachers’ recommended solutions based on the results on the questionnaire in order to answer the second research question. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 259 first is how to deal with lack of ict infrastructure in school. some teachers argued that the school lacked sufficient internet-connected computer systems, while others claimed that they lacked projectors, internet bandwidth, and even power sockets in the classroom. if the availability of ict tools in schools is limited, what can be done to overcome them. in line with dianti & atmanegara (2018) it can be concluded that some schools were not ready yet ti integrate ict tools in teaching and learning process. here are some solutions. according to the results of the data from the second questionnaire, some teachers recommend continuing to use the available basic ict tools such as projectors, personal computers/smartphones, speakers, etc. this condition makes the teachers required to think creatively to create effective and fun technology-based learning even in limited conditions. the second obstacle is time limitation. things that can be possible solutions for these problems are as follows. the first thing that might be useful is to do some planning and preparation before the class starts. in addition, teachers can also change the technology-based learning by asking students to create a home project that requires students to be able to use technology such as video projects, etc. in line with the relationships among the obstacles mentioned previously, the two obstacles above may occured because of the lack of funding as one of the obstacles found in this study. due to this financial problem can cause a domino effect. lack of funding can lead to lack of adequate ict facilities in schools. the lack of ict facilities in schools will also lead to other problems such as time limitation because teachers have to prepare their own ict tools because they are not provided in schools. this is an unexpected finding, considering that the indonesian government has allocated 20% of the national budget to educational funding, which includes the cost of ict installation and support (prasojo et al, 2019). therefore, it is also recommended that these funds can be used properly for improving school’s ict infrastructure. the last obstacle is academic dishonesty. it includes students cheating and plagiarism in using technology. it is suggested that plagiarism should be avoided through moral/ norms education embedded in the teaching and learning processes. it can also be done by educating students on how to quote others' works, ideas, concepts, and words. another way to cope with this problem is using electronic plagiarism detection (leung et al. 2017). this is a kind of software that can detect plagiarism in writing such as, plagiarism x, turnitin, etc. this software can be downloaded and accessed easily on the internet. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 260 conclusions based on the results of the study, it can be concluded that most teachers feel ready to undertake ict tools in english teaching and learning process. it can be seen from the findings that the category of teachers' refusal and lack of understanding in integrating ict received little approval from respondents as one of the things that hindered ict implementation in english class. in addition, there are several major obstacles in ict implementation, such as lack of financial support, technological difficulties, academic dishonesty, and time limitations. it also uncoverd that financial problem is the first obstacle to be solved in order to overcome others obstacles. these problems must be addressed immediately by teachers and the stakeholders so that they can provide the best way to overcome the problems faced during the ict integration. the next researchers can also conduct research that is almost the same as this research by conducting research that investigating funding in ict integration in schools. references alkamel, m. a. a., & chouthaiwale, s. s. (2018). the use of ict tools in english language teaching and learning: a literature review. veda’s journal of english language and literature-joell, 5(2), 29-33. aminullah, a., loeneto, b. a., & vianty, m. (2019). teachers’ attitudes and problems of using ict in teaching efl. english review: journal of english education, 8(1), 147-156. ary, d., jacobs, l. c., irvine, c. k. s., & walker, d. (2014). introduction to research in education. cengage learning. balanskat, a., blamire, r., & kefala, s. (2006). a review of studies of ict impact on schools in europe. european schoolnet. bingimlas, k. a. (2009). barriers to the successful integration of ict in teaching and learning environments: a review of the literature. eurasia journal of mathematics, science and technology education, 5(3), 235-245. creswell, j. w. (2015). educational research: planning, conducting, and evaluating quantitative and qualitative research. pearson. dang, x. t. (2011, october). factors influencing teachers’ use of ict in language teaching: a case study of hanoi university, vietnam. in international conference “ict for language learning” 4th edition, simonelli editore, 20th-21st october. dianti, r., & atmanegara, y. (2019). the implementation of ict-integrated elt across curriculum 2013 in senior high schools in palembang. english community journal, 2(2), 217-226. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 261 dwiono, r., rochsantiningsih, d., & suparno, s. (2018). the teacher's problems on integrating information and communication technology (ict) in the english language teaching. higbee, j. l., & thomas, p. v. (2002). student and faculty perceptions of behaviors that constitute cheating. naspa journal, 40(1), 39-52. johnson, a. m., jacovina, m. e., russell, d. g., & soto, c. m. (2016). challenges and solutions when using technologies in the classroom (pp. 13-29). eric clearinghouse. kurniawan, d. (2014). obstacles teachers face in integrating ict into elt in senior high schools in palembang. holistic journal, 6(11), 10-18. leung, c. h., & cheng, s. c. l. (2017). an instructional approach to practical solutions for plagiarism. universal journal of educational research, 5(9), 1646-1652. pimentel, j., & pimentel, j. l. (2019). some biases in likert scaling usage and its correction. international journal of science: basic and applied research (ijsbar), 45(1), 183-191. prasojo, l. d., habibi, a., yaakob, m. f. m., mukminin, a., haswindy, s., & sofwan, m. (2019). an explanatory sequential study on indonesian principals' perceptions on ict integration barriers. electronic journal of e-learning, 17(1), 1-10. raman, k., & yamat, h. (2014). barriers teachers face in integrating ict during english lessons: a case study. malaysian online journal of educational technology, 2(3), 1119. salam, s., zeng, j., pathan, z. h., latif, z., & shaheen, a. (2018). impediments to the integration of ict in public schools of contemporary societies: a review of literature. journal of information processing systems, 14(1), 252-269. salehi, h., & salehi, z. (2012). challenges for using ict in education: teachers' insights. international journal of e-education, e-business, e-management and elearning, 2(1), 40. saputri, s. w., fajri, d. r., & qonaatun, a. (2020, march). implementation of ict in teaching and learning english. in 1st international multidisciplinary conference on education, technology, and engineering (imcete 2019) (pp. 204-207). atlantis press. swandewi, n. k. (2018). an analysis of the use of ict tools and its problems in teaching and learning process at sma negeri 2 semarapura. journal of psychology and instruction, 2(1), 45-50. microsoft word 9 lilils https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 received accepted published december 16 th 2021 february 19 th 2022 february 27 th 2022 constructing esp-based entrepreneurship curriculum for teacher trainees: a need analysis of building creative life skills lilies youlia friatin* liliesyoulia.2021@student.uny.ac.id universitas negeri yogyakarta jamilah universitas negeri yogyakarta abstract today, entrepreneurship education is a crucial component of the indonesian government's efforts to reduce the number of unemployment. higher education students are expected to show entrepreneurial skills as preparation for their future life as the nation's future leaders in 21 century. global entrepreneurship competition encourages students to master english in order to become skilled entrepreneurs on both a national and international scale. higher education gives big role in preparing human resources. lesson plan as part of curriculum, should be designed in accordance with the students need of particular skill. the existing lesson plan as teacher guide is important to examine. hence, the research question of this research is, “how does the existing lesson plan of esp (english for entrepreneurship) represent entrepreneur skill of learners? this research uses a qualitative approach, document analysis. the research instrument used is the english lesson plan of esp (english for entrepreneurship). the results showed that lesson plan of esp (english for entrepreneurship) represent entrepreneur skill of learners. it can be seen on course objective; a) students understand the nature of entrepreneurship, b) students are able to build relationship in business, c), students are able to develop their interpersonal skills in entrepreneur, d) students can communicate effectively as an entrepreneur, e) students understand how to negotiate and win the negotiation in business, f) students are able to speak in front of public to achieve the business goals. it’s relevant with the basic need of entrepreneurs’ skill. key words: esp, entrepreneurship education, entrepreneurial skill introduction the current competitive difficulty of realizing work prospects, particularly in indonesia, with its millions of people, is a global concern. this position is critical in terms of national welfare, particularly in light of the disproportionate statistical presence of bachelor's jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 122 degree graduates in unemployment statistics. the central statistics bureau (bps) recorded the number of open unemployment in indonesia reached 8,746,008 people in february 2021. that's an increase of 26.3% compared to the same period last year. the unemployment rate for bachelor graduates is one billion, which is regarded high and shows that esp curricula must respond to employment need. the indonesian government must concentrate on finding the best solution for all stakeholders in order to face the issue of bachelor graduate expectations and ensuring that these graduates are self-sufficient, future-oriented learners who expose entrepreneurship as a means of preparing for 21st-century occupation. learning english is necessary to meet two types of needs: those of students who need english to succeed in their academic studies and those of job requirements, environment, or workplaces (hutchinson and waters, 1987). actually, there are some aspects which occur in efl context i.e. business students' english language problem, english language needs, and language skills required in a proposed english language syllabus for business students. nonetheless, this research will focus on restructuring esp syllabus in efl university level. a successful entrepreneur needs possess a variety of abilities, one of which is effective communication. as a result, improving communication skills is a top goal for maximizing entrepreneurship performance. university students, particularly teacher trainees students of english education program, are expected to demonstrate entrepreneurial skills as part of their preparation for future lives as the nation's future leaders. because of the global competitiveness of the entrepreneurship industry, students must be able to communicate effectively in english in order to be successful entrepreneurs both nationally and internationally. as a result, in this situation, the necessity for the creation of an english for specific purposes course takes into account an emphasis on professional communication skills development language education in esp courses is frequently restricted to the acquisition of a particular lexicon and sentence structure. this study, on the other hand, introduces today's competitive learning materials, which are closely linked to future professional practice. the research urgency is that university students' english ability levels must be enhanced, as international communication is increasingly used at its highest level in the entrepreneurship field, as previously stated. the difficulty students have learning english when they enter the employment of their chosen profession has underlined the necessity for an esp course that emphasizes the relevance of language learning. creating an esp-based jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 123 learning course that will improve and ease student involvement with esp course activities by using a learner-centred syllabus design. since this research focus on restructuring esp syllabus in efl university level, there are two research questions i.e. “how does the existing lesson plan of esp (english for entrepreneurship) represent entrepreneur skill of learners? an overview of esp the definition of esp must distinguish between four absolute and two changeable features. in contrast to general english, the absolute characteristics include learner-specific needs design, content-related materials, and linguistic difficulties (johns and dudley-evans, 1991), the meanwhile, variable characteristics show that this isn't limited to language learning, with respondents claiming things like "being focused on the learner's need," "wasting no time," "being relevant to the learner," "being successful in imparting learning," and "being more cost-effective than general english." the most significant parts of esp instruction are course design and the provision of relevant resources (javid, 2015). it has been suggested that a good esp course design hinges on the complete participation of the esp practitioner. hull (2004) agrees, stating that the esp practitioner's primary duty is that of a facilitator rather than a content presenter. the learner or participant's circumstance in learning language is studied during the design phase of an esp course. esp has been a separate aspect of teaching english as a foreign language (tefl) since the 1960s, owing to the fact that english has become the current lingua franca. thus, the rapid spread of english for academic purposes (eap), to which esp initially belonged, was aided by the growing need for english as a medium of communication and the beginning of governmental mass educational programs in which english was the first or even the sole language. according to celce-murcia (2001), esp is a movement founded on the idea that all language courses should be adapted to the individual learning and language usage needs of specified groups of learners, while also taking into account the socio-cultural context in which these learners will use english. because it satisfies the demands of (mainly) adult learners who need to acquire a foreign language for usage in their respective fields, such as nursing, science, technology, hospitality, academic learning, and so on, esp is characterized as a learner-centered method. business english (english for business purposes) is a new branch of esp (english for specific purposes), a sort of elt (english language teaching), that has emerged in response to a rising awareness of particular types of learners with specialized needs that are not met by general english courses. english for specific purposes jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 124 (esp) is a method of language instruction. the demands of learners play a critical role in determining how lessons and content are implemented. the needs are then separated into three categories: target circumstance, current situation, and learning situation. the teaching of business english, which is closely tied to the professional needs of learners and employers, has begun to be accompanied and guided by a large body of theoretical literature. as a result, palmer (1964) highlights esp's selective focus on specific language skills and abilities; strevens (1977, 1980) provides a comprehensive definition of esp; robinson (1980) provides a thorough review of theoretical positions and what esp meant at the time; and coffey (1985) updates strevens' work and places esp in the context of communicative language teaching. esp course design course design, according to hutchinson and waters (1987), is the act of interpreting raw requirements analysis data to create an integrated series of learning experiences that leads learners to a specific state of knowledge. the esp course design must include features such as meeting the learners' specific needs, employing the learners' discipline's implicit methodology and activities, and emphasizing the teaching of language skills (grammar, lexis, register, skills, discourse, and genres) relevant to those disciplinary activities (dudley-evans and st john, 1998).many studies have focused on esp discussions, including wu, liao, and debacker (2016), discovered that task-based instruction in esp courses was purpose-fit to meet student needs in raising their competencies, particularly in speaking and listening, whereas reading competency was not considered to have a significant difference during the learning process. task-based training has been shown to increase student feedback and, as a result, predict future language learning needs. second previous study was conducted by nurania, yohanna, irfansyah (2019), an esp-based learning design for student entrepreneurial enhancement. this research aims at the conceptualization of an esp learning design for vocational high school students at smk pgri 20 jakarta that will enhance their entrepreneurial skill. the research results reveal that student entrepreneurial skill can be enhanced through an esp-based learning design with a learner-centred syllabus as its main focus. the third previous study was conducted by daksayani a/p ganeson (2018) a needs analysis of english for business students at a private university in malaysia. the main aim of this study is to identify a) the english language problems of the business students, b) the jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 125 english language needs and c) the language skills required in a proposed english language syllabus for the business students. strevens (1988) described esp by presenting numerous qualities, which were then criticized by dudleyevans and st john (1998: 4-5) who proposed additional variable characteristics while eliminating one absolute characteristic. esp is classified in the following way for them: 1) absolute characteristics: a. esp is adapted to the learner's individual needs; esp draws on the discipline's underlying methodology and activities; b. esp is focused on the language (grammar, lexis, and register), skills, discourse, and genres that are appropriate for these activities. 2) variable characteristics: a. esp may be connected to or designed for specific disciplines; b. esp may use a different methodology than general english in specific teaching situations; c. adult learners, whether at a tertiary level institution or in the workplace, are likely to benefit from esp. it could, however, be for secondary school students; d. most esp courses presume some fundamental knowledge of the language system, though it can be utilized with beginners; e. esp is generally developed for intermediate or advanced students. curriculum design is the process of conveying, supervising, and implementing the core principles of a teaching plan. the remaining phases are built on the foundation of the needs analysis. a well-established curriculum design should begin with a thorough examination of learners', teaching organizations', and society's needs. business english, as one of the most important branches of esp, is evolving at a breakneck pace. english majors and business english majors can take business english courses to assist students compete in their future careers. in order to develop multi-discipline business english talent and provide better business english courses, need analysis theory should be used as a guideline to consider the demands of many stakeholders while developing business english curriculum. the esp development process, as an english course, is divided into many sections. the steps are needs analysis, goal and objective formulation, content conceptualization, selection and development of materials and activities, organization of content and activities, and assessment and evaluation, according to graves (1996), jordan (1997), and dudley evans and st john (1998). each stage will be covered in detail below. 1. needs assessment jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 126 hutchinson and waters (1987) divide learners' needs into three categories: necessities (what the learner needs to function properly), lacks (what the learner currently knows and doesn't know), and wants (what the learners believe they need). these are discovered through a variety of methods, including testing, questioning, and interviewing; recalling previous performance; consulting employers, teachers, and other stakeholders; collecting and analyzing data, such as textbooks and manuals that learners will be required to read; and investigating the situations in which the learners will use the language. 2. objectives and goals the aim, according to graves (1996: 17), is a general statement of the course's overall, long-term objectives. as a result, they are linked to the eventual acquisition of a job or communication with members of the target language community (harmer, 2001). they should aim towards the development of a good attitude toward language and culture as well as the acquisition of specific knowledge and skills. the particular manner in which the aims will be fulfilled, on the other hand, are described as objectives. they can refer to a variety of activities, skills, and linguistic types, or a combination of all three. it's critical to figure out why a course is being taught and what the students will gain from it. goals can be stated in broad terms at first, then expanded upon when the course content is considered. additional consideration is that the objectives must be realistic; otherwise, the students will become demotivated. the objectives should be in line with the aims and related to how the teacher views the course's material (nunan, 1988). 3. conceptualization of content the substance of the course, as well as what should be included in the syllabus, is the next topic to be addressed. reilly (1988) offers the following suggestions for selecting and designing a syllabus: a). define what students should be able to perform as a result of the instruction as precisely and realistically as possible. b) rank the syllabi in order of significance based on the desired outcomes. c.) assess existing resources and link them to the syllabi. d.) designate one or two syllabi as the most important. e.) examine how different forms of syllabuses can be combined and integrated, and in what proportion. f.)turn decisions into real-world teaching units. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 127 4. material and activity selection and arrangement materials selection can entail the creation of new materials, the collection of varied materials, or the adaption of existing materials. according to graves (1996), the following issues should be considered while selecting materials: a) efficacy in attaining the course objectives. b) appropriateness of the material, in order for the students to feel at ease. this means that the content will be tailored to their interests and language proficiency. c) feasibility, so that the material is appropriate for the students' skills and the course is not too challenging for them. the processes involved in acquiring information that will serve as the foundation for building a curriculum that will suit the learning needs of a specific set of learners are referred to as needs analysis. needs analysis, according to johns (1991), is the initial step in curriculum design since it can give validity and relevance for all subsequent curriculum design activities.. it is recognized as an essential component of a well-planned curriculum (brown et al., 2001). nunan (1994, p. 54) claims "a collection of processes for establishing the parameters of a course of study is known as a requirements analysis. the criteria and rationale for grouping learners, the selection and sequencing of course content, methodology, course length, and intensity and duration are all examples of such parameters." a number of ways have been explored for identifying students' needs in an esp context. the first is target situation analysis (tsa), which describes what students must do in a given situation. it comprises requirements, deficiencies, and desires. necessities, according to hutchinson and waters (1987), refer to what students need to know in order to perform successfully in the goal setting. the term "lacks" refers to the difference between a student's current proficiency and the desired outcome (what students do not know). wants describe what students believe they want to learn, which may be at odds with needs and deficiencies. (3) present situation analysis (psa), which is used to describe "what the learner needs to do in order to learn" (dudley-evans & st johns, 1998; robinson, 1991); (4) learning needs analysis (lna), which is used to describe "what the learner needs to do in order to learn" (dudley-evans & st johns, 1998; robinson, 1991). (hutchinson & waters, 1987, p. 54). jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 128 method the current study's research design is content analysis. in qualitative data, content analysis is a research approach for determining the presence of specific words, topics, or concepts (i.e. text). content analysis allows researchers to quantify and analyse the presence, meanings, and correlations of specific words, themes, or concepts. it is the process of condensing and reporting textual material in the form of important messages and content. in this example, content analysis saves time and money by interrogating and summarizing material from both old and new sources in order to build or test a theory, as well as using categories and emerging themes (cohen, 2007, p475). it looks at the existing lesson plan of esp (english for entrepreneurship) represent entrepreneur skill of learners in a private university of english education programme. syllabus design analysed using the guideline for course designers to implement teaching activities. the syllabus is arranged based on the students’ needs through reflection of the learning objectives. in line with this, the syllabus is designed as a learner-cantered syllabus which encompasses all students’ learning process expectations. finding and discussions syllabus is a set of plans and arrangements for the implementation of systematic learning and assessment that contain interrelated components to achieve mastery of basic competencies. syllabus can also be interpreted as the elaboration of core competencies and basic competencies into subject matter / learning, learning activities, and indicators of competency achievement for assessment. curriculum development is carried out by involving stakeholders to ensure the relevance of education to the needs of life, including community life, the business world and the world of work. therefore, the development of personal skills, thinking skills, social skills, academic skills, and vocational skills is inevitability. to support the achievement of these goals, the development of learners' competencies is adjusted to the potential, development, needs, and interests of learners and environmental demands. having a central position means learning activities centered on learners. broadly speaking, the syllabus includes core competencies, basic competencies, indicators, learning materials, and learning activities. the logical relationship between the various components in the syllabus of each subject is a step that must be prepared to achieve the standard of graduate competence. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 129 interpersonal skills, known as people skills or soft skills, are the abilities that allow us to engage with others. soft skills, on the other hand, are employed both at work and outside of it, whereas hard skills, or occupational skills, are concerned with our capacity to do certain activities and duties at work. a successful entrepreneur must be able to communicate, sell, focus, learn, and strategize successfully. the ability to learn new things on a regular basis is not just a useful entrepreneurial talent, but also a significant life skill. growing a firm necessitates a wellthought-out strategy based on innate business knowledge and abilities. relevant with this (contreras, 2013) the competences are included in interpersonal skills, which are behavioural in nature: a) the ability to communicate, b) the ability to establish a rapport with others, c) conflict resolution that works, d) ability to negotiate, e) personal stress management is number five, f) persuasion abilities, g) ability to work in a group, h) think strategically, i) creative problem solving. the existing lesson plan represents entrepreneur skill of learners. it can be seen on course objective; a) students understand the nature of entrepreneurship, b) students are able to build relationship in business, c), students are able to develop their interpersonal skills in entrepreneur, d) students can communicate effectively as an entrepreneur, e) students understand how to negotiate and win the negotiation in business, f) students are able to speak in front of public to achieve the business goals. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 130 conclusions from the findings, it is concluded that lesson plan of esp (english for entrepreneurship) represent entrepreneur skill of learners. it can be seen on course objective; a) students understand the nature of entrepreneurship, b) students are able to build relationship in business, c), students are able to develop their interpersonal skills in entrepreneur, d) students can communicate effectively as an entrepreneur, e) students understand how to negotiate and win the negotiation in business, f) students are able to speak in front of public to achieve the business goals. it’s relevant with the basic need of entrepreneurs’ skill. assertive approaches effectively communicate a message in a professional manner that is both accepted and comprehended. references dudley-evans, t., & st john, m. j. (1998). developments in english for specific purposes: a multi-disciplinary approach. cambridge: cambridge. graves, k. (2000). designing language courses: a guide for teachers. boston: heinle and heinle. contreras, melissa. 2013. interpersonal skills for entrepreneurs. bookboon.com hutchinson, t., & waters, a. (1987). english for specific purposes. cambridge: cambridge university press. hull, m. (2004). changing the paradigm for medical english language teaching. international symposium of english for medical purposes, xi’ an, china. 2005. http://www.usingenglish.com/teachers/articles/whose-needs-are-we-serving.html. javid, c. z. (2015). english for specific purposes: role of learners mackay, r. 1978. identifying the nature of the learner's needs. in r. mackay & a. mountford (eds.), english for specific purposes (pp. 21-42). london: longman. mcdonough, j. 1984. esp in perspective: a practical guide. london: collins. nunan, d. 1990. using learner data in curriculum development. esp journal, 9, 17-32. field, k. (ed.) 2000. issues in modern foreign languages teaching. london: routledge falmer. graves, k. 2000. designing language courses: a guide for teachers. boston, mass.: heinle & heinle publishers. https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 274 received: accepted: published: august 04 th 2022 august 28 th 2022 september 14 th 2022 students’ perceptions on learning english through microsoft teams fitria nurkusumaningrum* 201832072@std.umk.ac.id universitas muria kudus slamet utomo slamet.utomo@umk.ac.id universitas muria kudus nuraeningsih nuraeningsih@umk.ac.id universitas muria kudus abstract this research aims to describe students' perceptions of learning english through microsoft teams in class xi students at one of senior high school. this research uses a qualitative research design with an open questionnaire instrument given to 50 students and interviews with 15 student. the results of this research indicate that the students have a neutral perception of learning english through microsoft teams. this is evidenced by the fact that most students think that learning english through microsoft teams is effective and efficient, but they face several obstacles while using microsoft teams which causes them do not understand the material and choose face-to-face learning. from the results of this research, it is suggested that students pay more attention to the importance of learning english and motivate themselves to study harder. keywords: student perception, learning english, microsoft teams. introduction english is one of the general subjects found in public and private schools ranging from elementary school to high school, and has an important role in communicating, because at this time english is an international language used to communicate throughout the world. according to pangestu (2020), the education sector is a particularly risky sector when it is carried out in the middle of this corona virus pandemic (covid-19), because of teaching and learning that involves a large number of people in a room and with a face to face (meeting) system between teacher and students at school or college. this is because https://jurnal.unigal.ac.id/index.php/jall/index mailto:201832072@std.umk.ac.id mailto:slamet.utomo@umk.ac.id mailto:nuraeningsih@umk.ac.id jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 275 one of the reasons of the spread of the virus outbreak is the activity of crowding in one room and without social distancing. since it has a big risk and can endanger the safety of teachers and students, teaching learning activities at schools or colleges are temporarily suspended and change them into online learning system. nowdays, there are many application that can be uses for online learning during the covid-19 pandemic, for examples whatsapp, google classroom, microsoft teams, zoom meeting, etc. recently one of the most effective online learning tools is microsoft teams, a cloud-based interactive app portal that puts together interactions, workshops, files and applications through a single learning management sytem (lsm)(microsoft,2018). the application of microsoft teams can be easily downloaded via mobile and web applications, and individuals wherever exploit their functionality. through microsoft teams, teachers can post assignments to students, small classes or to a whole class using the assignment features of teams (allison & hudson, 2020). teachers can make assignment features include organizing a meeting, exchanging invitation links with students to join a meeting, holding a web conference, connecting with a web conference, sharing files or documents, communicating in chat room, changing the role of participants in joining or presenting and reporting the web meeting. materials, student experiences, as well as the learning environment are essential variables that allow students to accomplish their learning target in an optimal way (fortune et al., 2011). based on the researcher’s experienced while practice teaching internship in sma 2 kudus, sma 2 kudus used microsoft teams due the implementatiton of the goverment of indonesia policy concerning school regulations that should implement distance learning. based on the informal interview with students at sma 2 kudus, some of them claimed that learning english through microsoft teams is effective, but some of them were not. in this research, the researcher wants to describe students’ perceptions on learning english through microsoft teams. the researchers found some relevant previous research as references to conduct this research. the first previous research was conducted by (rojabi, 2020) entitled “exploring efl students’ perception of online learning via microsoft teams: university level in indonesia”. the result of this research showed that online learning via microsoft teams is categorized as something new for the students but this interaction and learning jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 276 environment motivated students in participacing online learning, as a result, they can easier to comprehend the learning material. the second previous research entitled “students’ perceptions of e-learning platforms (moodle, microsoft teams and zoom platforms) in the university of jordan education and its realtion to self-study and academic achievement during covid-19 pandemic” was conducted by (jehad et al., 2020). the result of this research showed that the strategic design of the university’s e-learning program using moodle, microsoft teams and zoom platforms was more important than individual context variables in assessing student perception. students consider e-learning connectivity on campus very efficient. the third previous research entitled “students’ perceptions of using microsoft teams application online learning during the covid-19 pandemic” conducted by (wea & dua kuki, 2021). the result of this research showed that fkip unipa students had a good perception of using microsoft teams. students hope that this application will continue to be used during online learning with some improvements so that learning using this application can take place more effectively and efficiently. the difference between this research and previous research is that this research focuses on learning english through microsoft teams and conducted in high school level. method the design of this research used qualitative design. the subjects of this research consist of with 50 eleventh grade students at sma 2 kudus. the students have experienced learning english using microsoft teams. the researchers used questionnaire and interview. the questionnaire in this instrument used open ended questionnaire with 2 indicators as follow : (1) students’ perception toward effectiveness of microsoft teams (2) students’ perception toward usefulness of microsoft teams. the researcher used interview as another instrument to get more information about students’ perceptions on learning english through microsoft teams. a semi-structured interview with open-ended question employed in this research. findings and discussion the researchers conducted the research through questionnaire with 7 questions to 50 students and interview with 5 questions to 15 students of eleventh grade students at jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 277 sma 2 kudus to gain deep information about students’ perceptions on learning english through microsoft teams. the researcher discusses the students’ perceptions on learning english through microsoft teams in two parts of the indicators. there are students’ perception toward effectiveness of microsoft teams and students’ perception toward usefullnes of microsoft teams. students’ perception toward effectiveness of microsoft teams from 50 students, there were various responses about their opinion of learning english through microsoft teams. most of the students though that learning english through microsoft teams is effective, efficient, and easy to use. 1. using microsoft teams in learning english is that it is quite understandable because there is a meet to explain. 2. it is quite effective because help students in online learning. 3. because there are many features which makes learning easier. 4. very useful and effective. because there are many features that make it easier for students in learning such as meetings, and even being able to take tests using microsoft forms. although, most students said that learning english through microsoft teams are effective and easy to use, there are some students who answered that microsoft teams is less of effective because students understand the material more easily when offline learning in the classroom, and also it is constrained by internet access. 1. difficult to understand, because english lessons are fun and clear when delivered directly. and of course, if we use microsoft teams, we often have problems because of bad signal. 2. difficult to understand because it is not clear depending on the signal so that if the signal is bad, learning is hindered. 3. using microsoft teams for learning is less effective, because usually we can understand better when explained directly. according to the interview results, most of students thought that microsoft teams is an effective and efficient learning application compared to other applications. microsoft teams can help students to do online learning, because microsoft teams has more complete features. microsoft teams offers better functionality like most social channels including chat rooms, collaborative conversation, sharing of content, and teleconferencing jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 278 (buchal & songsore, 2019). this student's opinion offer proof that the use of microsoft teams in learning english is effective and efficient. student 11 : menurut saya efektif miss, karena fiturnya itu lebih lengkap dibanding yang lain, kan ada fitur translate terus bisa kaya zoom meeting, jadi lumayan membantu buat memahami materi i think it is efective miss, because the features more complete than the others, there is a translate feature and also can meeting like zoom, so it’s quite helpful for understanding the material. moreover, from the result of questionnaire, most of students also give positive response. in the result of questionnaire students also thought that microsoft teams has complete feature. student 40 : good, because in microsoft teams there is a feature that can translate into a language that we understand. and it makes it easier for students to understand what the teacher is teaching, even if the teacher uses a language we don't understand, it will be easier for us to understand because there is a translation feature. although many students gave positive responses about the effectiveness of microsoft teams, students' motivation to learn english through microsoft teams is still lacking, because students prefer to learn english offline face-to-face with teachers in the classroom. student 25 : no, it's more better offline, more enthusiastic from some of the students' opinions, microsoft teams is an effective and efficient application, but it does not motivate students to learn english. this research is related to the previous research conducted by wea and dua kuki (2021) entitled students’ perception of using microsoft teams application online learning during the covid-19 pandemic. the result of previous research showed that online learning use microsoft teams is effective. the students hope that this application will continue to be used during online learning. students’ perception toward usefullness of microsoft teams almost all students think that microsoft teams does not help to make it easier to understand english material, because students understand the material better if explained directly face to face in the classroom. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 279 1. it is easier to meet directly with the teacher to explain the material. 2. because it's better if the teacher teach it directly. 3. because it is easier to understand direct face-to-face explanations than through media such as handphone, laptop and others. 4. it's easier to understand the material face-to-face, not through online media like microsoft teams or other applications. on the other answer, the students though that microsoft teams can help students to learn english easier to understand beacuse there is a translate feature in microsoft teams. based on the results of the questionnaire, 30 out of 50 students thought that microsoft teams did not help students understand the material, even though microsoft teams was an effective and efficient application. students think that learning english is easier to understand when it is explained directly by the teacher in the classroom. student answered : no, i think it's easier to understand the material face-to-face, not through online learning applications like microsoft teams or other applications. meanwhile, in the interview results, most students think that microsoft teams can make it easier for students to understand the material compared to other online learning applications, but students still have some problems, especially on internet access problems. student argued : kalau buat saya itu membantu lebih mudah memahami materi bahasa inggris miss, soalnya kadang ada meeting sama gurunya, tapi ya harus punya sinyal yang bagus. for me, it helps make it easier to understand the english material, miss, because sometimes there are meetings with the teacher, but we must have a good signal. based on the statement above, the use of microsoft teams in learning english is still less beneficial for students, because students still have many obstacles when using microsoft teams. the research is not relevant with the previous research conducted by rojabi (2020) entitled exploring efl students’ perception of online learning via microsoft teams: university level in indonesia. in the result of the research conducted by rojabi showed that students can easier to comprehend the learning material. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 280 conclusions the students’ perception on learning english through microsoft teams in general was neutral. most of students consider that microsoft teams is effective and efficient application if compared with another applications, but they face some obtacles during learning english through microsoft teams, such as inadequate signal. the problem face by students on learning english through microsoft teams have an impact on their motivation and improvement of english skills. therefore, the students responded neutrally to the use of microsoft teams in learning english, and they prefer offline or face-to-face learning. references allison, n., & hudson, j. (2020). integrating and sustaining directed and self-directed learning through ms teams and onenote: using microsoft teams and onenote to facilitate communication, assignments, and portfolio management. baleap tel sig webinar, 03 jun 2020. andika, t. 2021. exploring efl students’ perceptions on learning english through microsoft teams (a study at the twelfth grade of sman 1 bringin in the academic year 2020/2021). state institute for islamic studies (iain) salatiga. anggraini, i. 2021. students’ perceptions of online learning english during the covid-19 pandemic. universitas islam negeri sulthan thaha saifuddin jambi. arifin, h. s., fuady, i., & kuswarno, e. (2017). factor analysis that effect university studen perception in untirta about existance of region. jurnal penelitian komunikasi dan opini publik, 21(1), 88–101. arikunto, suharsimi. 2010. prosedur penelitian suatu pendekatan praktek. jakarta: rienkacipta. brown, h. d. (2007). princple of language learning and teaching. in encyclopedia of the sciences of learning (pp. 1743–1745). buchal, r., & songsore, e. (2019). using microsoft teams to support collaborative knowledge building in the context of sustainability assessment. proceedings of the canadian engineering education association (ceea), 1–8. fortune, m. f., spielman, m., & pangelinan, d. t. (2011). students’ perceptions of online or face-to-face learning and social media in hospitality, recreation and tourism. merlot journal of online learning and teaching, 7(1), 1–16. handayani, rahmawati dwi. 2020. the students’ perceptions on the use of social media in learning english at english education department of universitas muria kudus. universitas muria kudus. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 281 ilag, b. n. 2018. introducing microsoft teams understanding the new chat-based workspace in office 365. california: apress media. jehad, a., raja, m., elham, h., haifa, b. i., & hussam, n. f. (2020). students’ perceptions of e-learning platforms (moodle, microsoft teams and zoom platfomrs) in the university of jordan education and its relation to self-study and academic achievement during covid-19 pandemic. advanced research & studies journal, 11(5), 21–33. microsoft. 2018. welcome to microsoft teams. retrieved from microsoft: https://docs.microsoft.com/en-us/microsoftteams/teams-overview mohammed, m. h. (2018). challenges of learning english as a foreign language (efl) by non-native learners international journal of social science and economic research. mulyani, s. 2020. students’ perception and motivation toward english e-learning during covid-19 pandemic (a study at the eleventh graders at sma n 1 suruh in the academic year of 2019/2020. state institute for islamic studies (iain) salatiga. naidu, s. 2006. e-learning a guidebook of principles, procedures and practices. in elearning (2nd revise, p. 100). behalf of the commonwealth educational media center for asia pangestu, a.r. 2020. bagaimana sistem pendidikan indonesia selama pandemi covid-19? halaman 1 – kompasiana.com qiong, o. u. (2017). a brief introduction to perception. studies in literature and language, 15(4), 18–28. robbins, s. e. (2010). article special relativity and perception: the singular time of psychology and physics. journal of consciousness exploration & research. rojabi, a. r. (2020). exploring efl students’ perception of online learning via microsoft teams: university level in indonesia. english language teaching educational journal, 3(2), 163. roopa, s., & rani, m. (2012). questionnaire designing for a survey. the journal of indian orthodontic society, 46(december), 273–277. schunck, d. h. 2012. learning theories: an educational perspective sixth edition. boston, ma: pearson education senel, m. (2006). suggestions for beautifying the pronunciation of efl learners in turkey. journal of language and linguistic studies, 2(1), 111–125. https://docs.microsoft.com/en-us/microsoftteams/teams-overview jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 282 thoha, m. 2011. perilaku organisasi, konsep dasar dan aplikasi. jakarta: pt raja grafindo persada. wea, k. n., & dua kuki, a. (2021). students’ perceptions of using microsoft teams application in online learning during the covid-19 pandemic. journal of physics: conference series, 1842(1). walgito, bimo. 2010. pengantar psikologi umum. yogyakarta: andi. microsoft word 5620-19565-1-rv.ok https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september vo5. 4 no. 2, 2021 received accepted published august 2021 august 2021 september 2021 student’s identities in school literacy movement: toward a discursive perspective for literacy education in indonesia deris nurjamiliatul afifah smks nu tasikmalaya fuad abdullah fuad.abdullah182@gmail.com universitas siliwangi arini nurul hidayati arininurul@unsil.ac.id universitas siliwangi agis andriani agisandriani@unsil.ac.id universitas siliwangi abstract the school literacy movement (hereafter, slm) has become a predominant investigative issue recently. this program supports students (e.g. secondary school students) to cultivate their literacies and enables them to invigorate their reading habits. however, empirical attempts accentuating types of the student’s identities represented in the school literacy movement remains under-explored. thus, this study aimed at filling the void. the data were collected from a student’s reflective journals outlining her experiences amid participating in slm. technically, the data were analyzed discursively through socio-semantic inventory analysis (van leuween, 1996). the findings designated that types of the student’s identities represented in school literacy movement encompass an observing student, an idealistic student, a self-restraint student, an active reader, a melancholic student, and a technology-oriented student. pedagogically, this study suggests that slm should not only be viewed as an auxiliary program fostering students’ literacies but also a bridge connecting students to possess learning awareness and autonomy in english language learning. keywords: school literacy movement, student’s identities, socio-semantic inventory analysis jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 22 introduction school literacy movement is a program aimed at increasing students' reading habit and interest. it is officially issued by the indonesia ministry of education and culture in february 2016 and applied in elementary school until senior high school level. the program is based on indonesia ministry of education and culture's regulation number 23, 2015 about a civilizing character (permendikbud no. 23, 2015). besides, it aims at raising students' reading habit and interest, the program is also a strategy in making the school a place in constructing literate identity not only for the students but all of the parties involved such as teachers, librarian, even the headmaster (guidance book of school literacy movement in senior high school, 2016; abdullah, tandiana & saputra, 2020). literacy in the context of the school literacy movement program defined as the ability to access, understand and use a particular subject competently through activities such as reading, watching, listening, writing, and/or speaking (guidance book of school literacy movement for senior high school, 2016). it means literacy is not merely the ability to read and write, but to critically use the ability in making sense of the global stream in this era where much of information rapidly spread around us (ko, 2013; andriani & abdullah, 2017; duke, halvorsen, strachan, kim, & konstantopoulos, 2021). teaching critical literacy in the indonesian context is essentially relevant to the 2013 curriculum where the students are demanded to be critical and more active in the classroom, and the teachers are demanded to perform critical pedagogy. besides, the curriculum is also promoting twenty-first-century teaching-learning in classroom activities. indonesia is still focusing on the development of literacy culture by promoting school literacy movement above. there has been little development on critical literacy in the school curriculum (gustine, 2014; yundayani, abdullah, tandiana, & sutrisno, 2021; larson, jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 23 duret, rees, & anderson, 2021). school literacy movement helps the critical literacy pedagogy to be actualized in the classroom. this program has been implemented in several cities such as jakarta, bandung, banten, tasikmalaya, riau, banyuwangi, banjarmasin, and so forth to their school regulation (kompas, 2017). one of the senior high schools in tasikmalaya, particularly, has implemented the program since 2016. at this school, the students are required to read non-academic books such as a novel, biography, and comic and so forth, for fifteen minutes before the first lesson begins, then they have to write in a daily literacy journal (reading log) about the book they have read. the school provides the complete facilities for the program to actualize such as reading centre, library, reading corner located in several areas around the school, even each class build their reading corner. nevertheless, in the reality, not all of the students participate in the program despite the easy access to get the book. the reasons are coming late the class, the absence of the supervision of teacher or slm team, the laziness of writing journal of literacy (preliminary interview on october 4, 2017), and even having breakfast instead of at the school literacy movement time (preobservation on october 5, 2017). this phenomenon has never been revealed in previous studies. wulandari’s study (2016) focused on describing how the implementation of the program actualized in one elementary school in indonesia. it simply showed the ideal implementation of the school literacy movement. the other one conducted by mitasari (2017) focused on the role of the school literacy movement in increasing elementary students’ reading and writing interest. those merely showed the implementation of the program at the elementary school level (rosmala, hidayati, & abdullah, 2021). therefore, the present study discloses senior high school student's identities represented in school literacy movement using critical discourse analysis. identity in this notion is defined as "being recognized as a certain kind jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 24 of person in a given context…" (gee, 2001, p. 99). it helps us to get insight into their involvement in the context of the school literacy movement. thus, it will enlighten the policymaker in dealing with the inconsistency that occurred in the field. more specifically, this study seeks to answer the following question: what types of student's identities are represented in school literacy movement? teaching critical literacy in efl context teaching critical literacy in this era is important essential. since the production of meaning is rapidly spread around us through web 2.0 and social media sites, students need to critically read the text. as gustine (2014) contended, the term critical literacy in the education world is known as critical thinking and critical pedagogy. most of the teachers in asia struggle to know what is critical literacy means (kim, 2012). thus, introducing critical literacy in the school curriculum is quite difficult in several asian countries such as china, south korea, vietnam, as the countries are known as the confucianism – adhered countries, where the teacher's position is as the knowledge transmitter. it is what freire (1970) called the "banking education system". however, according to gustine's (2014) action research on teaching critical literacy in efl classroom in the indonesian context is promising. that’s why it is needed to enhance interesting ways for the student in learning english ( lingga et al, 2021). since critical literacy has significantly been relevant to the 2013 curriculum, where the curriculum demands to perform the twenty-first-century teaching. school literacy movement school literacy movement was initiated out of the ministry's concern of indonesia citizen's poor reading habit. indonesia was ranked at 60th out of 61 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 25 countries for literate behaviour characteristics in a 2015 study conducted by john miller, president of central connecticut state university in new britain. this study showed that indonesian citizen's awareness of literate behaviour and reading habit is still low (the jakarta post, 2016). as cited in the jakarta post (2016), baswedan, the previous indonesian ministry of culture and education, added that the illiterate rate in indonesia has significantly decreased, but the reading habit is still low. therefore, school literacy movement is one of the ministry' movement to solve this serious problem. the program is started from elementary until senior high school context to make the students adjust to the reading habit itself. it can construct the literate identity of the students and all parties involved in the school field (pocket book of school literacy movement, 2016). the main activity in school literacy movement is reading a non-academic book for fifteen minutes outside the teaching and learning activity. it depends on each school regulation in implementing the program. students can select the books based on their preferences. vieira and grantham (2011) as cited in houghton (2015) pointed out that an educational environment that encourages students to select their books increase reading engagement. it will lead the students to read more. the program has three stages, namely, the adjustment stage, development stage, and learning stage. the activity mentioned earlier is included as the first stage, the adjustment stage. in this stage, the students are only required to read the book they choose on their own, then informally discussed the book. it aims to get the students accustomed to reading. the second stage, the development stage, required complex practice after reading such as making a review or response towards the book they have read. there is a non-academically assessment such as a reward for students who always read. additionally, in the learning stage, the literacy practice is included as the requirement from a certain jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 26 school subject, and it is academically assessed (guidance book of school literacy movement for senior high school, 2016; wulandari, 2021). method the present study used qualitative content analysis as the method of analysing student’s identities and the factors inhibiting student’s participation in the school literacy movement. this method is selected because it aims at examining the text in line with the research purposes of this study. as quoted in krippendorf (1980) this is “a research technique for making replicable and valid inferences from texts (or other meaningful matter) to the context of their use” (p. 18). student's reflective journals were taken as the data sources of the research, to examine the type of student's identities in school literacy movement. the reflective journal was written in bahasa indonesia to make the student easy to display their activities during school literacy movement. the reflective journals were collected from a female student (age around 17-18), who is in her second grade in one of the senior high schools in tasikmalaya, west java. she was selected to write reflective journals because of these considerations: 1) her class has been selected as the model class of the program; 2) the student has high active participation towards the program 3) the easy access to contact her; 4) she was willing to participate in the research. the first step before obtaining the reflective journal was asking her willingness through informal conversation. then, distributed and filled the consent form. next, the researcher asked her to write the reflective journal in the form of microsoft word. the reflective journal contained the description of her activities during the school literacy movement, whether she read or not, what book they read, and her motivation regarding her activities during the program. she wrote the reflective journal for three weeks (the first week: february 12 16, 2018; the second and third week consecutively begin from february 26 until jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 27 march 9, 2018). each week the student wrote five journals from monday until friday, since the school was scheduled from that day. then, she sent the reflective journal through a social network system (whatsapp) or electronic mail (email) every sunday. in analysing the data, the researcher utilized socio-semantic inventory analysis (leuween, 1996) as the tool to discover the representation of student’s identities. socio-semantic inventory analysis has been employed as the tool in analysing the representation of social actors in newspapers, articles, speeches, and so forth (van leuween, 1996; post, 2009; amer, 2017). the inventory has ten categories, however, the researcher utilized only five categories to examine the social actors represented in students’ reflective journal. those categories are selected because those are the most suitable, relevant, and applicable to examine how social actors are represented in discourse (amer, 2017). those social actors represented can shape and emerge student’s identities. more specifically, the analytical components encompass inclusion and exclusion, role allocation (activation and passivation), association and dissociation, differentiation and in differentiation, and nomination and categorisation ((van leuween, 1996). findings and discussion an observing student this identity appeared when the student observed the teacher who was in charge as the supervisor of the program each day. she observed which teacher did the duty properly. as in the following extract: table 1. the extract of an observing student participants extracts journal 2, 02/13/2018 my mathematics teacher always comes on time. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 28 journal 5, 02/16/2018 the teacher who is in charge of the staff today is my favourite teacher. the biology teacher always comes on time, gives advice to the class (though she is not our homeroom teacher anymore), and always randomly asks students to review the book read. journal 4, 02/15/2018 islamic education teacher who is in charge of the literacy (program) staff did not come on time. based on my observation, during the literacy program, the islam education teacher had only once come on time and did the job properly. journal 9, 03/01/2018 the program staff, who is the teacher of islamic education, rarely attends the literacy (program) time. in the above journals, the student described how the teachers did their duty as a program staff properly by mentioning their punctuality. she assigned the teachers as the active agents in doing the duty as the program supervisors. in journal 2, the student identified the mathematics teacher as a punctual teacher. she also used the adverb 'always' to emphasized that the math teacher did come to the class at the exact time. furthermore, in journal 5 she described the biology teacher as her favourite teacher by mentioning the relational identification ‘my favourite teacher’, and activated her role as the punctual teacher as well by saying ‘always comes on time’ and mentioning all of the teacher’s good traits toward the class. the biology teacher is categorized as the effective teacher as darling-hammond (2010) asserted that an effective teacher is the one who motivated the learners to learn, lead the learners to build selfinitiating learning. unlike mathematics and biology teacher, islamic education teacher in journal 4 and 9 were categorized as someone who comes late to the jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 29 class and rarely do the job as the program supervisor beside as a subject teacher. the islamic education teacher is categorized as a not effective teacher since he/she rarely comes on time during the program time (kola, et al., 2015; shin & viruru, 2021). an idealistic student idealistic means the way the student think about the system of the assessment of the program. since the program is included as the daily assessment for bahasa indonesia subject, thus her class is emphasized by the subject teacher to read every day and make journal literacy report. however, she found that the teacher did not assess them equally. she who was categorized as someone who enjoys reading thick books, felt unfair because some of her friends read thin books just to make the journal report occupied. as in the following extract: table 2. the extract of an idealistic student participants extracts journal 11, 03/05/2018 i am a fan of a thick book with an interesting plot. i prefer reading an interesting thick book to reading a thin book with an uninteresting plot. journal 12, 03/06/2018 even, some read a mini and thin children storybook. but, bahasa teacher counted it as reading a normal book. i think it is unfair. reading such kind of book is as same as reading a bunch of articles. even though the bahasa indonesia teacher allowed us to read an article and write the report, but in the end, it was not assessed. it was not considered at all. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 30 the above journal showed that the student was disappointed with the way the bahasa indonesia teacher assessed the report. by including some of her friends as someone who read-only to get assessed not for enjoying reading itself, she associated them like a group of people who cheated during the examination and they get a good score. she then activated the roles of bahasa indonesia teacher who did assess them without considering the thickness of the books. the way bahasa indonesia teacher assessed them, it led to academic dishonesty for some of the students (pant and negi, 2015; tandiana, abdullah & komara, 2017). it will become their habit if bahasa indonesia teacher ignores this aspect. the students will be aiming for getting a good score rather than enjoying reading itself. thus, the goal of the program cannot be achieved by all of the students. it is only achieved by the student who basically likes reading. a self-restraint student self-restraint student means the way the student control her action during the school literacy movement program. in some of the journals, she said she did not read at all because she needs to do something else that more important, like doing the group task or preparing for the mathematics examination. it means she really controlled her time only for doing the other things not chatting with her friends. as in the following extract: table 3. the extract of self-restraint student participants extracts journal 6, 02/26/2018 today i did not read during literacy time because i have a load of tasks and tomorrow is the quiz day. i spend my time doing physics homework and review biology material.] jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 31 journal 9, 03/04/2018 today, i finally read during literacy (program) time despite the absence of the program supervisor. in journal 6, the student activated her roles in the words 'did not read' and 'spend' to make it clear that she is doing something else other than reading a storybook. she differentiated the other tasks and examination as more important than the school literacy movement program. in journal 9, the student activated herself as the one who did the program and, the word 'finally' emphasized that she really wanted to read during the program. she, then, stressed the words 'despite the absence of the program supervisor' to differentiate how such kind of situation did not interrupt her to read during the program time. this identity of the student related to the student’s self-regulated learning where the student sets her own goals “for learning, monitor, direct, and control their cognitive processes, motivation, and actions to achieve these goals" (lau and ho, 2015, p.2). in this case, the student sets her own goals such as reading the book, doing the tasks, reviewing material for the examination during the school literacy movement time (uccelli, galloway, & qin, 2020). an active reader an active reader means the involvement of the reader in the process of reading to get the idea of the text not only reading words. in the reflective journal, the student can be seen as an active reader since in most of the journals (journal 2, 3, 5, 9, 13, and 14) she retells a story from the book she read and gives her own opinion towards the book. she also got attracted to the characters of the story. as in the following extract: jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 32 table 4. the extract of an active reader participants extracts journal 2, 02/13/2018 the book i read today tells the story of a boy named alif who was accepted as a student of pondok madani. journal 13, 03/08/2018 [i have time to finish (reading) my book. today, i have had enough (reading the book). […] because of this book, i want to study in pm (pondok madani) that is no other gontor boarding school. the teaching method in gontor is really good. besides, learning worldly science, we also learn theology, english, arabic, speech and leadership. i think public school in indonesia must copy the teaching method like in gontor.] journal 14, 03/09/2018 i enjoy reading this book written by ahmad fuadi. i am curious about the real characters in the story. i think alif character is ahmad faudi himself. all of the characters in the story have a unique personality and (we) need to be copied. i like said personality who always look at the positive side of everything occurred. in journal 2, the student activated the role of the book as the storyteller using the word 'tell'. since the book is indeed the source of the story, the student then retells it to show the uniqueness, and what interesting about the book. she involves in the process of reading, thus she is categorized as an active reader. in journal 14, the student explores more about the reason why she attracted to the story written by ahmad fuadi (the writer of the book student read). jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 33 besides the student is categorized as a self-restraint student, her selfregulated learning also influenced the enjoyment of reading. it is consistent with the findings of lau and ho (2015). they stated self-regulated components that help the students increasing their reading performance are reading enjoyment, the use of control strategies, and metacognition. thus, being an active reader makes the student increases her reading performance. a melancholic student melancholic in cambridge dictionary refers to the unhappy feeling or expressing feelings of sadness about something. in a psychological context, this identity comprises the four temperaments of personality (sanguine, choleric, melancholic, and phlegmatic) suggested by galen, a roman philosopher and physician. this temperament described a person who is fearful, depressed, poetic, artistic, introverted, cautious and tend to be a perfectionist. in this case, the student can be viewed as a melancholic type because of the diction she used. this temperament involved the student's emotion during the program as well. moreover, it could affect student's participation during school literacy movement time. the student showed her emotion through the use of particular diction. it influenced whether the student will read or not during the program time. mega, et al. (2014) affirmed, that emotion influenced the students' self-regulated learning and motivation in learning performance and academic achievement. the "emotional experience" underwent by the student did influence student's learning performance and academic achievement, in this case, student's participation during the program (daley, et al., 2014; innes, 2021) as in the following extract: table 5. the extract of a melancholic student participants extracts journal 8, again, we are not reading today. all of my friends are jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 34 02/28/2018 busy preparing their selves for mathematics remedial which will be held in the first period. meanwhile, i am sunk in my mind. my examination score was bad because my process paper was on someone else. i need to gain the courage to speak to the mathematics teacher. i have the plan to read as much as possible at the weekend. journal 12, 03/06/2018 yah… i feel upset but nothing i can do. even, reporting my friends’ dishonesty to bahasa indonesia teacher makes me afraid. i am afraid if my friends left me out. in journal 8, the student opened writing on the journal by including her friends as well, using the word 'we' rather than 'i' like in most of her journals. moreover, she activated the role of 'we' as the one who did not do the duty as the participant of the school literacy movement program. in the next clause, she described the reason why they did not read during the program. however, in the following clause, she dissociates/differentiates between herself and her friends of what she was doing. she was sunk in her mind because of the bad thought. she used the word 'sunk' to show how deep she thinks about the matter, and it truly shows her emotion. alike in journal 12, she used the word 'upset' and 'afraid' to reveal her emotion towards the cheating occurred during the program. though she cannot do anything since she does not want to be cast out by her friends, and it is more frustrating for her. reading for the program then, become a burden for her despite her is categorized as an active reader (pantiwati, permana, kusniarti, & miharja, 2020; wulandari, 2021). as she is an idealistic student, she has awareness of cheating itself and avoids doing so. however, she cannot do anything to make her friends aware that such kind of things is categorized as an academic dishonesty violation. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 35 a technology-oriented student a technology-oriented student means the student who functionalized the digital world. in this case, the student used an e-book as a medium for reading. as in the following extract: table 6. the extract of a technology-oriented student participants extracts journal 2, 02/13/2018 i do not know how many pages i have read since i read using an e-book. i am the kind of person who never pays attention to the pages. in the above journal, the student categorized herself as someone who did not pay attention to how many pages she read, besides she enjoyed the book itself using e-readers. with the rapid development of technology, the student functionalized it by replacing the classic paper book with e-readers for reading. an e-book as a medium for reading is effective since it is easy to carry out, the student will not be afraid to highlight the text, and possibly increased student's critical reading (jensen and scharff, 2014; hidayati, ramalia, & abdullah, 2021). conclusions the study aimed at finding the representation of student's identities in the school literacy movement program. it looked closely at the student's attitude toward the program, and how the student positions herself in the program. it helped the policymaker or the school supervisor of the program to reflect on what happened in the reality from the student's point of view. the findings showed the identities of the student are: 1) an observing student-student put jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 36 herself as the observer of the program since she is the object of the program; 2) idealistic student-student put herself as the idealistic because she has her standard in reading a book for the program; 3) self-restraint student – a student who can control her action during the program time; 4) an active reader – student involved in the process of reading, it involved the enjoyment of reading the book; 5) melancholic student – student's emotion involvement influenced student's participation during the program; 6) technology-oriented studentstudent used her gadget as a medium for reading. thus, those six identities have represented the student in the school literacy movement program. the present study has weaknesses in these areas: first, it used monoperspective investigation, merely used one student's voice through a reflective journal. then, the insufficient of the participant as the data source in writing reflective journal. besides, partial research instruments since the absence of the interview as the data triangulation. fourth, the issue of gender-biased, since the researcher selected female participant only. this study has not yet investigated the impact or factors in motivating students to participate in the program. thus, this study posits for future research to employ multi-perspective investigation, involve sufficient participant for the study, holistic research instruments, deploy interview as the data triangulation, involve gender issue as the focus of the study, and study the impacts or factors surrounding the program. references abdullah, f. & lulita, l. 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(2021). students’ cognitive engagement during emergency remote teaching: evidence from the indonesian efl milieu. journal of language and linguistic studies, 17(1), 17-33. microsoft word 7 nurlaily https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 received accepted published november 29 th 2021 february 19 th 2022 february 27 th 2022 an analysis of errors made by english language education department students in english paragraph writing nurlaily nurlaily@uib.ac.id universitas internasional batam abstract this research aims to analyze grammatical and mechanical errors made by english language education department students in batam city in writing a summary and response paragraph. this study applied a mixed-method approach to analyze the data. this study used documentation and a checklist as tools for collecting data which was the students' writing. the data illustrated that in grammatical aspects of writing, there are six types of errors: noun, pronoun, verb, article, prepositions, and subject-verb agreement. in mechanical elements, the students made errors in punctuation, spelling, and capitalization. it was also found that the most dominant error in grammatical features is in the use of articles. meanwhile, punctuation had the highest percentage of mechanical errors (30% of the errors), which is the most prevalent in the students' writing. these results indicate that the students need to pay more attention to grammar and mechanics in their writing. keywords: error analysis, grammatical error, mechanical error, writing introduction writing is one of the most productive skills students need to learn and practice while writing. the main aim of teaching writing is to help students enhance their communication skills through writing. in this writing process is communication. students shall know the english language's syntactic structure and lexical composition and develop their creativity and understanding of its context. people with writing difficulties may have difficulty with one or more writing skills, such as grammar, conventions, punctuation, capitalization, spelling, and the correct use of elementary writing. it is also an unpleasant task jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 94 for english teachers and students in foreign language classes. writers need to coordinate cognitive, metacognitive, and linguistic processes to create complementary text (hidi & boscolo, 2007). they must choose a source to get the information from, decide what ideas to include, and apply a time-taking strategy. in other words, the author must control himself on many levels. in addition to the cognitive and metacognitive aspects, self-management also includes interesting aspects (hidi & boscolo, 2007). writing is essential for undergraduate students, but it is a great skill for them. this phenomenon occurs in different situations around the world; there are some students' writing problems in (1) vocabulary, (2) grammar, (3) mechanical, and (4) vocabulary (ginting, 2019; toba et al., 2019). these findings emphasized that being a talented writer requires vocabulary and grammar aspects. consequently, identifying the student's language error is essential for choosing the correct language course for students. in writing, grammar cannot be separated from it. grammar is a set of rules that determine how words are arranged in units of meaning. according to harmer (1987), grammar rules are essential for learning a language consisting of verbs, adjectives, nouns, and pronouns. people cannot use words without knowing how to combine them. in addition, the grammatical nature of a language determines how sentences are formed in that language. with a good understanding of grammar, authors can simplify the content of their writing and convey messages, ideas, or information more accurately and meaningfully. without excellent or proper structure, it can lead to misunderstandings. everyone who learns a language makes mistakes when learning a language. language learning and language errors are inseparable. when learning a foreign language, language errors often occur. nguyen, nguyen, & phan (2021) confirmed that the degree of error in the text differs significantly. most students show a lack of ability to recognize and correct mistakes without jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 95 realizing them. in particular, the study identified a list of errors that occur when writing in english, from the level of an english phrase to a sentence, as well as a group of errors when writing. in addition, dulay, burt, & krashen (1982) argued that the error is caused by deception or negligence. errors occur in all situations, including position errors. people cannot learn a language without making systematic mistakes. because of the many errors made by students, teachers must analyze errors in students' writing. as students in the english language education program are prepared to become teachers of english, they must have sufficient proficiency in all language skills to become excellent teachers of english. they must not only be good listeners and speakers but=readers and writers as well. they will learn how to write a paragraph or essay effectively if they are proficient in mechanics and grammar. when trying to master writing skills, reviewing errors in written paragraphs is crucial to determine how much they have learned in the teaching and learning process. however, english language education department students still struggle with written grammar because they know that english and their first language are different. as a result, student problems can cause students to make errors in writing. this research focused on analyzing common grammatical and mechanical errors in writing a summary and response paragraph. based on the research findings, this research question is: what kind of common grammatical errors do third-year english students at batam city make when writing a summary and response paragraph? error analysis error analysis is defined as identifying, classifying, and systematically interpreting undesirable forms created by language learners. richards & schmidt (2010) described error analysis (ea) as "a technique for identifying, classifying, and systematically interpreting unacceptable linguistic forms in the production jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 96 data of a second or foreign language learner." such a systematic error analysis will, in the end, provide valuable insights into the systems that work in learners' minds and demonstrate learners' knowledge of the grammatical system of the target language. by pinpointing a student's lack of competence, ea informs teachers, curriculum designers, and textbook authors about problem areas and differentiates between student knowledge and situational needs. in the context of this study, language errors were primarily related to student deviations in grammar, spelling, vocabulary, and dynamics (verbal and capitalization) compared to the language skills of educated native speakers (ferris & hedgcock, 2005). nevertheless, careful examination of student errors can help teachers understand students' specific language needs for effective pedagogical interventions. norrish (as cited in subekti, 2018) identified three common reasons students make errors in writing in a second language. these are carelessness, first language interference, and translation errors (including collocation errors). the first is carelessness. for example, carelessness can take many forms in writing, like when students urgently need to write and write without properly editing. the second contributing factor is students' first language intervention. as a behaviourist, norrish (in subekti, 2018) believes that second language learning is related to habits. when students learn new habits, which is their second language, their mother tongue may interfere. it happens when students translate sentences using literal expressions from their mother tongue to the second language. this can be considered the most common reason for errors. however, some errors can result from simultaneous causes where one reason is stronger than the other rather than a single cause. according to corder (1982), error analysis is used to identify areas of learning opportunity. it requires specific steps to be followed in the errors analysis process. it includes collecting the learners' language, identifying the jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 97 errors, describing them, explaining them, and evaluating them. for error analysis, ellis (1997) also suggests following similar steps. the procedures have the following steps: 1) collecting samples of learner language: composition and translation; 2). identifying errors; 3). describing errors; and 4). evaluating errors (ellis, 1997). collecting samples of learners' language is a process where teachers decide which samples of learners' language will be used for evaluation and how these samples will be collected. the second stage is identifying learners’ errors that have been collected. it is necessary to decide what constitutes an error and define a procedure to identify one (ellis, 1997). describing learners’ errors involves a comparison of the learners’ idiosyncratic utterances with a reconstruction of those utterances in the target language. it needs attention to the surface properties of the learners’ utterances. ellis (1997) categorized the errors into different parts, such as verb errors, omission, misinformation, and misordering. the next step is explaining the errors. it is about determining the source of the error, for example, calculating why it is written. finally, evaluation of errors is a process that considers the impact of errors on the readers. it also consists in assessing its importance to making principled educational decisions. error evaluation is necessary because it aims for academic purposes. hidayat et al. (2020) examined the writing properties and analyzed the common grammatical errors of students in the article by adapting the grammatical errors of carl james. the research finding has shown seven common grammatical errors: preposition, article, singular/plural, irregular verb cases, tense, uniform, and possessive. the research then proposed specific issues related to how teachers try to motivate students to write better essays by recognizing students' weaknesses in writing. alghazo & alshraideh (2020) investigated common grammatical errors for arabic students attending an english writing course at al-hussein bin talal jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 98 university. the most common is the verb tense. the findings also showed that seniors in all sections of the grammar test performed better than first grade, junior and senior students. method this study employed mixed-method research. according to dörnyei (2007), mixed-method research combines qualitative and quantitative methods into a single research project. according to ary et al. (2014), the results of mixed-method research are more reliable and provide a complete interpretation of research results than just one method. in mixed-method research, the researcher plans from the beginning to generate both qualitative and quantitative data from a single data source to answer relevant questions (ary et al., 2014). the participants of this research were english language education department students at one private university in batam city, riau islands. there were 23 writings collected and analyzed as the data of this research. the data collection tools used in this study were the writing test and error correction checklist. a written test was used to collect information about errors made by the students. the writing test included writing instructions and an essay that should be summarized and responded to. students were required to write a summary and response paragraph of 150 to 250 words within fifty minutes. the second tool was an error checklist used to determine the types and causes of students' writing errors. the error checklist was used as a guide for classifying, sorting, and identifying grammatical errors. after collecting the data, the researcher conducted a research analysis to answer the research problem. for this purpose, the researcher collected data from students and examined the students' text for their grammatical and mechanical errors. the grammatical errors were categorized into five categories, and mechanical errors were three categories. each error point was calculated to jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 99 determine the percentage of each error category. the next step was to report and explain grammatical and mechanical errors to determine the cause of the errors. findings and discussion findings after analyzing the data, the researcher calculated the percentages of all errors found in summary and response paragraphs written by the students. this research examined the kind of error analysis in grammatical and mechanical errors and found the most dominant type of errors. total grammatical errors were 290. the distribution of the errors can be seen in table 1. table 1. the recapitulation of students’ errors types of errors frequency percentage (%) grammatical errors 1. noun 18 6.21% 2. pronoun 5 1.72% 3. verb 32 11.03% 4. determiner/article 37 12.76% 5. prepositions 33 11.38% 6. subject-verb agreement 16 5.2% mechanical 1. punctuation 87 30.00% jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 100 types of errors frequency percentage (%) errors 2. spelling 31 10.69% 3. capitalization 31 10.69% total 290 100% table 1 shows the result of the errors found in 23 paragraphs written by the english language education department students. the errors made by the students are classified into three main categories. they are grammar, punctuation, spelling, and capitalization. the grammar category is divided into six classifications: noun, pronoun, verb, determiner/article, prepositions, and subject-verb agreement. the findings showed that the second-year students of the english language education department made 290 errors in total. first, there are 141 errors in grammar, consisting of errors in word classes such as noun (18 errors or 6.21%), pronoun (5 errors or 1.72%), verb (32 errors or 11.03%), determiner (37 errors or 12.76%), and preposition (33 errors or 11.38%). moreover, there were 16 errors (5,52%) in the subject-verb agreement category. while the article was the most dominant error in grammar, there were 87 punctuation errors (30%) found in students’ writing. this finding suggested that punctuation becomes the most prevalent error in summary and response paragraph writing as one of the mechanical aspects. additionally, thirty-one errors were found in both spelling and capitalization categories, equal to 10.68% of the data. grammar 1. noun jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 101 the major error made by the writers in this type of errors is the absence of the suffix -es/s in countable plural noun or the other way around. some examples of errors made by the students can be seen as follows: 1) error: …when people go to a countries that... suggested correction: …when people go to a country that… the example shows an error in the plural noun “countries”. the article 'a' with the plural noun “countries” is incorrect in the sentence. therefore, it should be written as “countries” without an article. 2) error: ….people use technology for daily basis and teenager also use technology…… suggested correction: …people use technology for daily basis and teenagers also use technology… the sentence presents an error in the noun as the singular form does not agree in number with the other words in the sentence. the singular noun should be changed into a plural noun “teenagers”. 2. pronoun the result showed that the students did some errors in choosing the appropriate pronouns in the sentence. 1) error: …sometimes when their speak in english… suggested correction: …sometimes when they speak in english… the possessive pronoun is incorrect to be put as the subject of the dependent clause in the sentence. it is supposed to be subject pronoun “they”. 3. verb in using verbs, the students tend to write the wrong form of verbs to complete certain tenses structures. additionally, there was the inappropriate use of verbs related to their type of tenses. 1) error: however, sometimes we find application for chatting is different than we expecting. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 102 suggested correction: however, sometimes we find application for chatting is different than we expected. in the example, it appears that the sentence or clause uses an incorrect form of verb “expect”. the verb shall be changed into “expected”. 2) error: …english is already fill the gap to be the world’s international language… suggested correction: …english is already filling the gap… or …english already fills the gap… the verb in the sentence seems to be wrongly used as the verb “fill” does not work in the sentence. hence, the suggested correction will be either use present continuous or simple present tense. 4. article another error found in this research was omission of determiners. most of students omitted the article “the”, “a” and “an” in their noun/noun phrase. the data supported this finding was as follows: 1) error: …creating a new language for the nations will causes people a distress… suggested correction: …creating a new language for the nations will cause people distress… in the sentence, the article “a” should not be used with the uncountable noun distress. 2) error: …. people can speak to each other in application… suggested correction: people can speak to each other in an application/the application… in the sentence, an article is missing before the phrase "application." it is necessary to put an article "a" or "the" in the phrase. therefore, it should be written “an application” or “the application”. 3) error: as the conclusion, english is already… jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 103 suggested correction: as conclusion, english is already… it appears that the phrase “as the conclusion” is not paired with the correct article. the article “the” shall be omitted. 5. prepositions 33 out of 290 errors tokens are identified as misuse of prepositions. examples are as follows: 1) error: …so it's easy to ask or need something to the people… suggested correction: …so it's easy to ask or need something from the people… the sentence has an error in the preposition. the preposition “to” in this sentence is incorrect, and shall be changed into acceptable preposition "from". 2) error: …so people can communicate to each other. suggested correction: …so people can communicate with each other. the example shows an error in the use of preposition. the preposition “in” in the sentence is incorrect. it should be replaced with preposition “at”. 3) error: and technology also brought many things in our daily life… suggested correction: and technology also brought many things into our daily life… the sentence shows an error in the preposition “in”. the correct preposition for the sentence is “into”. 6. subject-verb agreement the students made errors in subject-verb agreement when they wrote and constructed the english sentences. some examples of their errors in making the subject-verb agreement can be seen below: 1) error: the widespread use of modern technology have tremendously… jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 104 suggested correction: the widespread use of modern technology has tremendously… the sentence displays an error in its verb. the plural verb “have” does not agree with the singular subject “the widespread use of modern technology”. it should use the verb form of appropriate subject-verb agreement which is “has”. 2) error: …english are so influential to our globalization, tourism and technology. suggested correction: …english is so influential to our globalization, tourism and technology. the example above shows that there is an error in the verb “are”. the plural verb “are” does not agree with the singular subject “english”. therefore, the sentence should use verb “is” instead. 3) error: …however, it do not work well because… suggested correction: …however, it does not work well because… the subject pronoun it and the verb do are not in agreement. it should be change into does not as the subject is singular (it). 4) error: …the nations already has an international language to communicate… suggested correction: …the nations already have an international language to communicate… the singular verb has does not appear to agree with the plural subject nations. the sentence should use “have” as the verb. mechanical errors 1. punctuation among all indicated errors, errors in the use of punctuation are the most common errors made by the students in their english writing. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 105 1) error: i totally agree with the author's point of view, because english is an international language. suggested correction: i totally agree with the author's point of view because english is an international language. a comma (,) should not put before any coordinating conjunctions which connect two independent clauses together. 2) error: …. experience of mass people so it has many rich features. suggested correction: …experience of mass people, so it has many rich features. it appears that a comma is missing before the coordinating conjunction so in a compound sentence. 3) error: i’m also in favor that introducing a new language would just cause an uproar upon the world suggested correction: i’m also in favor that introducing a new language would just cause an uproar upon the world. the sentence does not have any punctuation (.) at the end. adding a period (.) is necessary as it is an independent clause. 2. spelling sample of students’ spelling errors are displayed and the errors identified in each sentence is shown accordingly in the words. 1) error: language is the most cucial communication… suggested correction: language is the most crucial communication… the spelling is incorrect. it is supposed to be “crucial”. 2) error: …world full of challenges and super thight competition… suggested correction: …world full of challenges and super tight competition… the spelling is incorrect. it is supposed to be “tight”. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 106 3. capitalization some students are still confused to use capital. in this analysis, data in students’ error on the use of capital is presented as follows: 1) error: the most appealing evidence is that many have failed… suggested correction: the most appealing evidence is that many have failed… as the first word of the sentence, “the” should be capitalized. 2) error: moreover, english has become the most widely used language… suggested correction: moreover, english has become the most widely used language… as the first word of the sentence, “moreover” should be capitalized. 3) error: most countries in asia also use english as a medium of instruction… suggested correction: …most countries in asia also use english as a medium of instruction… the word “english” is a proper noun in this context. it should be capitalized. discussion there are two aspects of error found in students' writing, grammatical errors and mechanical errors. the grammatical errors written on a summary and response paragraph are the errors in nouns, pronouns, verbs, articles, prepositions, and subject-verb agreement. the most common grammatical error appeared to be an error in the use of the article. this error was identified when the students used zero articles instead of putting an article as the correct form in their sentences. this finding is similar to a study conducted by alhaisoni et al. (2017), which found that omitting articles were the most frequent writing error. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 107 it happened because students' mother tongue strongly influences the process of language learning. on the other hand, mechanical errors were found from the data, including punctuation, spelling, capitalization. the most frequent error type observed in this study was punctuation errors which were 87 data found in this type of error. this study has some differences from the previous research. the results were not in line with research done by al-ghabra & najim (2019) which showed that the highest number of students' errors were in the three different categories including grammar, capitalization, and spelling. it was also found that a large number of the students used punctuation randomly. however, they were required to use only the basic ones, which had to be familiar. on the other hand, nuraini (2019) identified determiner as to the second most occurring error. her finding showed that students tended to omit determiners in their writing. the most common punctuation error in students' writing is the full stop, where students write sentence after sentence without a period at the end of one sentence. additionally, it is not unusual to see students misplace commas in compound sentences. they put a comma when the coordinating conjunctions were in the middle of the sentences. it implies that students have lack knowledge in using a comma. students also did not use capital letters at the beginning of the sentences or proper nouns. these findings are in line with research done by shweba & mujiyanto (2017). they found that such errors occurred because of their lack of knowledge, lack of balance in the curriculum, and mother tongue influence. it is suggested that students be encouraged to practice their writing through writing assignments as much as possible. conclusions through the data analysis, the researcher found that the most occurred error is punctuation which 87 errors were identified in students’ summary and jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 108 response paragraph. moreover, the researcher found that the most grammatical errors made by students were in the use of articles from the five classifications of grammatical errors analyzed in this research. the results indicated that the students need to pay more attention to their writings. errors in writing can cause confusion and misunderstanding among the readers as the ideas may not be well written. it is suggested that lecturers should create an impressive teaching technique that can lead to english writing activity. furthermore, future researchers are rsuggested to conduct their research on a larger scale of participants by increasing the number of universities. references al-ghabra, i. m. m. m., & najim, a. s. 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(2020). an investigation into the grammatical errors of students’ writing. eduvelop, 4(1), 9–16. https://doi.org/10.31605/eduvelop.v4i1.806 hidi, s., & boscolo, p. (2007). the multiple meanings of motivation to write. in s. boscolo, pietro; hidi (ed.), writing and motivation. elsevier. nguyen, k. d., nguyen, u. h. t., & phan, v. t. t. (2021). common errors in writing of efl sophomores in a context of the mekong delta. eurasian journal of applied linguistics, 7(2), 46–57. nuraini. (2019). grammatical errors made by the students of english department uisu year 2018 in their writing class. the second annual international conference on language and literature, kne social sciences, 2019, 534–546. https://doi.org/10.18502/kss.v3i19.4884 richards, j. c., & schmidt, r. (2010). dictionary of language teaching and applied linguistics. pearson education. shweba, a. a. a., & mujiyanto, y. (2017). errors of spelling, capitalization, and punctuation marks in writing encountered by first year college students in al-merghib university libya. english education journal, 7(2), 92–102. http://journal.unnes.ac.id/sju/index.php/eej subekti, a. s. (2018). error analysis in complex sentences written by indonesian students from the english education department. studies in english language and education, 5(2), 185–203. https://doi.org/10.24815/siele.v5i2.10686 toba, r., noor, w. n., & sanu, l. o. (2019). the current issues of indonesian efl students’ writing skills: ability, problem, and reason in writing comparison and contrast essay. dinamika ilmu, 19(1), 57–73. https://doi.org/10.21093/di.v19i1.1506 microsoft word titik imailia https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 received accepted published august 2021 august 2021 september 2021 performance assessment using rubric to improve students’ speaking skill titik ismailia titik@polije.ac.id politeknik negeri jember abstract this study reports the implementation of performance assessment through video on speaking ability of 67 students of an accounting study program of stateowned polytechnic of jember, indonesia. the aim of the assessment was to make the students able to demonstrate speaking ability in a form of video during an online teaching-learning process. constructing a performance assessment normally involves planning tasks, performance criteria, scoring, and evaluating. a scoring rubric was chosen for scoring and evaluating students’ videos. at the last step of evaluation, this classroom action research aired that students actively participated in the process of making the product and fulfilled the criteria of speaking assessment: pronunciation, vocabulary, grammar, fluency, and task. the study revealed that rubric in performing speaking could improve the students’ performance in demonstrating the ability to speak interactively with their partner in a video. keywords: performance assessment, rubric, speaking skill introduction speaking is the most difficult skill to assess accurately. assessing speaking is difficult because there are many factors that influence impressions of how well someone can speak a language, expecting an accurate score appropriate to the purpose of assessment. luoma (2004) determines comprehensibility of pronunciation (sound of speech), spoken grammar, and vocabulary used as the jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 66 consideration of designing speaking assessments. though assessing speaking has some difficulties, for instance in oral performance, it is necessary to assess students’ communication skills in a foreign language (miller, linn, and grondlund, 2009). it implies teachers should able to apply an appropriate assessment approach in assessing speaking. the writer found three problems in her english class, especially in speaking skills. first, students lack language ability in pronunciation, vocabulary, grammar, fluency. second, students face psychological problems like low confidence to speak, being afraid of making mistakes, feeling afraid of laughed at by their friends. third, from environmental problems, teachers and students didn’t use english for communication in a classroom. those problems of english speaking are also faced by most indonesian students related to language problems such as pronunciation, fluency, grammar, vocabulary, the effect of mother tongue, psychological problems like not having self-confidence, shyness to speak, being afraid of making mistakes, feeling nervous, fears of negative response from others, and environmental problems for instance topics of conversations (ignorance and unattractive topics), speaking practice (practicing with media and practicing with friends), the lack of input of english outside the class, the lack of development of english speaking curriculum (fauzan 2014, sayuri 2016, noprival, 2016, pratolo, habibi, & setiawan, 2019; wahyuningsih, & afandi, 2020). to overcome those problems, there should be an appropriate approach of assessment to make the students able to speak in english without feeling nervous, having low confidence, being afraid of making mistake and laughed at by their friend, and to improve their language components such as pronunciation, vocabulary, grammar, and fluency. so, performance assessment is an approach in applying methods of learning used for adults’ worlds. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 67 performance assessment is a type of assessment that require students to produce something like a report, experiment, or performance which is scored based on specific criteria. in this type of assessment, a teacher can get feedback on what they have constructed and demonstrated in practice the performance can be concerned with demonstrating process or product (mcmillan, 2018). performance assessment is a type of alternative assessment. it is a task that a student demonstrates specific skills and competencies about concerning a standard of proficiency (shermis and di vesta, 2011). the term performance can be performance-based in which the students are showing an ability in keyboard skills in typing, or creating a remote-controlled machine or performance-andproduct that is the students are expressing this ability through a product such as a completed paper, project, or video (mcmillan, 2018). three features in a performance assessment are multiple evaluative criteria in which the student’s performance must be judged using more than evaluative criterion, prespecified quality standard that is in every evaluative criterion on the student’s performance to be judged is clearly explained the quality of judging, and judgemental appraisal in which the scoring depends on human judgment to determine the acceptance of student’s performance is (popham, 2017). three steps of designing a performance assessment include planning performance tasks and performance criterion, scoring and evaluating. planning performance tasks has three steps, they are identifying performance task, preparing task description, and performing task questions. performance criteria can be seen through the work that the students perform or produce. for scoring and evaluating there should be a well-developed, clear approach to scoring and evaluating the students’ work. it can be a checklist, rating scale, or rubrics. rubrics can be used for scoring in performance assessment (lane, 2013 in mcmillan 2018). jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 68 a rubric is a set of logical criteria for students’ work that includes a description of levels of performance quality of the criteria. the main purpose of rubrics is to assess performances (brookhart, 2013). three important features in scoring rubrics for performance assessment are evaluative criteria that include the factors for determining the quality of a student’s response, description of the quality for all evaluative criteria, an indication of whether a holistic or analytic scoring approach is to be used. (popham, 2017). as common european framework of reference (cefr) (2001) outlines, spoken interaction activities of language users are constructed collectively through the negotiation of meaning following the cooperative principle and conversational discourse. reception and production strategies are engaged constantly during spoken interaction. examples of interactive activities include transactions, casual conversation, informal discussion, formal discussion, debate, interview, negotiation, co-planning, practical goal-oriented cooperation. brown (2001) proposes six identical categories concerning oral production that are familiar to achieve in the classroom covering imitative, intensive, responsive, transactional (dialogue), interpersonal (dialogue), extensive (monologue) texts. luoma (2004) gives speaking band descriptors that is a set of assessment criteria that the examiner uses to assess speaking performance. the assessment criteria is from ets:2001: table 1: the test of spoken english band descriptors for overall features speaking band descriptors 60 communication almost always effective: task performed very competently. speaker volunteers information freely, with little or no effort, and may go beyond the task by using additional appropriate functions. • native-like repair strategies • sophisticated expressions • very strong content • almost no listener effort required jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 69 50 communication generally effective: task performed competently. speaker volunteers information, sometimes with effort; usually does not run out of time. • linguistic weaknesses may necessitate some repair strategies that may be slightly distracting • expressions sometimes awkward • generally strong content • little listener effort required 40 communication somewhat effective: task performed somewhat competently. speaker responds with effort; sometimes provides a limited speech sample and sometimes runs out of time. • sometimes excessive, distracting, and ineffective repair strategies used to compensate for linguistic weaknesses (e.g. vocabulary and/or grammar) • adequate content • some listener effort required 30 communication generally not effective: task generally performed poorly. speaker responds with much effort; provides a limited speech sample and often runs out of time. • repair strategies excessive, very distracting, and ineffective • much listener effort required • difficult to tell if a task is fully performed because of linguistic weaknesses, but function can be identified 20 no effective communication: no evidence of ability to perform a task. extreme speaker effort is evident; a speaker may repeat a prompt, give up on a task, or be silent. • attempts to perform task end in failure • only isolated words or phrases intelligible, even with much listener effort • function cannot be identified the criteria grid of cefr (2001) include such qualitative aspects of spoken language with the range as from a1, a2, b1, b2, c1, and c2. the criteria covers such points as accuracy, fluency, interaction, cohesion. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 70 method this research applied classroom action research (car) that follows anne burns’s (2010) suggestion comprising four steps: plan, action, observe, and reflect. the intact group consisting 67 fourth year students of public sector accounting participated in this study. the first step, ‘plan’, included three steps of planning for a performance assessment: identifying performance tasks, preparing tasks description, and performing tasks/ questions. those activities were done through designing materials/tasks, determining strategy of learning, selecting media for learning, and preparing a rubric for assessment. the second step, ‘action’, was determining a performance assessment criteria with a teaching-learning process and video production. the teachinglearning process strategy used in the form of simulation (bygate, 1987) with three phases: giving participants necessary information, discussing the tasks, and doing follow-up work. the third step, ‘observe’, dealt with collecting data from the students’ work on a video project, and making a score for the video. in this step, the writer did the last process of performance assessment, scoring and evaluating. scoring was done by observing students’ videos. the last process was evaluating. the writer evaluated the implementation of strategy, and draw a conclusion by comparing the score with the determined criteria. the research was done in two cycles. the data were collected from observation, field notes, performance assessment tests, and interviews. the observation was used to obtain the data about teaching-learning activities, and students’ videos. then, field notes were used to catch capture the data that were not covered in the observation. the study it also identified some conditions reflected in a teaching-learning process such as teaching instruction, students’ behavior with their peers, and teaching materials. the performance assessment product was in form of a video that has had been uploaded to a youtube channel. to validate the data, the triangulation method was is used. the jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 71 interview with the students was delivered to the students to get the information on the students’ feelings and performance assessment. the writer selected only 5 students to be interviewed. the data were analyzed by using the descriptive method. findings and discussion this part presents the findings as represented in two cycles of applying action research using performance assessment in to improve speaking ability. the data and findings are presented from the result of two cycles in action research include plan, action, observe and reflection. performance assessment was done in observe process includes three steps of developing performance assessment they are planning the performance tasks, performance criteria, and scoring and evaluating (mcmillan, 2018). cycle one this cycle had been done for in three meetings to obtain data generated from observations, field notes, performance assessment tests, and interviews. in planning the task there were three steps to be considered, they included are identifying performance tasks, preparing task description, and preparing performance task questions. it started with planning teaching-learning materials related to instruction, students worksheet, a strategy of teaching, learning media, and assessment rubric for performance assessment. the main source of selected textbook was english for accounting from oxford business english written by evan frendo and sean mahoney published by oxford university press in 2007. the teaching-learning materials included instructions and worksheets for three meetings, audio recording, a strategy of teaching, and a rubric for performance assessment. the teaching media was powerpoint presentation use, and electronic source: e-book, or digital image(revisi) in learning management system (lms). the performance criteria in the chosen rubric was to check the students’ work with the score and description from the table below: jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 72 table 2 rubric of scoring speaking in performance assessment aspects score description pronunciation 91 100 pronunciation is excellent and l1 accent does not affect intelligibility 81 90 a few pronunciation errors and l1 accent cause minimal strain for the listener 71 80 some pronunciation errors and l1 accent cause strain for the listener 61 70 multiple errors with pronunciation and l1 accent cause serious strain for the listener 50 60 frequent errors with pronunciation and l1 accent cause severe strain for the listener vocabulary 91 100 perfect use of vocabulary 81 90 rich and various use of vocabulary 71 80 vocabulary conveys appropriate meaning most of the time; appropriate for the level 61 70 vocabulary does not convey meaning some of the time 50 60 vocabulary does not convey meaning most of the time grammar 91 100 grammar and spelling accurate 81 90 grammar and spelling accurate 71 80 grammar and spelling mainly accurate 61 70 grammar and/or spelling contain errors 50 60 grammar and/or spelling contain frequent errors fluency 91 100 smooth and fluid speech, few to no hesitations, no attempts to search for words 81 90 smooth and fluid speech, few hesitations, a slight search for words 71 80 speech is relatively smooth, some hesitation and jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 73 unevenness caused by rephrasing and searching for words 61 70 speech is frequently hesitant with some uncompleted sentences 50 60 speech is slow, hesitant & strained except for short memorized phrases, difficult to perceive continuity in speech task 91 100 communication almost always effective: task performed very competently. 81 90 communication generally effective: task performed competently. 71 80 communication somewhat effective: task performed somewhat competently. 61 70 communication generally not effective: task generally performed poorly. 50 60 no effective communication: no evidence of ability to perform tasks. the teaching-learning process was done in three meetings by giving zoom meeting links to the students a day before. it took 40 minutes long for every meeting. the writer also uploaded the materials in lms before the zoom meeting was conducted. this part involved two meetings for practice and one meeting for making a video. teaching-learning activities were in the form of simulation with three phases: giving necessary information, discussing tasks, and giving follow-up with feedback and evaluation. at the first meeting, students were given necessary information on introduction to accounting: jobs of accounting. the students are were introduced to the jobs of accounting with powerpoint media and recorded audio. first, the writer showed powerpoint media to activate background knowledge. the writer jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 74 asked questions related to the text given to know the students’ pronunciation and understanding. second, they listened to the recorded audio. there was a conversation between michael rogers, a cpa (certified public accountant) from the us is meeting paul martens, a cfo (chief financial officer) of a company in belgium. previously, paul had to meet marten’s secretary in marten’s office. the audio played three times and along this time the students had to pay attention to expressions on greetings, small talks, and vocabularies on jobs of accounting in the conversation as the linguistic input. they had to make a group of 2-3 members. every group tries tried to discuss and resolve the problem on the jobs of accounting and its opportunity. the report of group work was in form of video as a practice of speaking. feedback and evaluation were will be given in the second meeting. the last activity was asking the students on the assignment and today’s lesson activity to know the students’ feelings. some students gave answers as feedback for all the learning activities that had been done. in the second meeting, the main activities included reading text and examining an email on international accounting. the language functions given at this step were the same as the first meeting for example, greetings, small talks in the workplace, and vocabularies on accounting principles. the first activity was giving feedback on the result of videos projected at in the first meeting. 30 out of 65 students handed in the videos. feedback was given through 5 videos as representatives. all students gave comments related to the performance of their friends. then, the writer also gave feedback and comments in those videos, the writer could see that almost all students had showed their ability in speaking without feeling hesitant. after watching all videos, the writer assumed that almost all students had increased their confidence without being afraid of making mistakes and laughed at by his/her friends. likewise, some language aspects like pronunciation, fluency, vocabulary, and task accomplishments jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 75 improved. the other essential aspects had to do with the quality of video and audio. the next activity for this meeting was giving reading text and an email on international accounting. the students had to discuss the problem of international accounting with their group. then, there were question and answer sessions along with the discussions. the results of discussions were reported in form of recorded video on the topic of accounting principles in indonesia as an assignment of speaking practice. feedback and evaluation had to would be given in the next meeting. in the third meeting, students were given an explanation on the performance assessment test. the first activity was giving feedback on the result of videos arranged at the second meeting. feedback was given through 5 videos as representatives. the writer gave feedback and comment on the language components such as pronunciation, grammar, vocabulary, fluency, and task accomplishment. all students also gave comment related to the performance of their friends. in those videos, the writer saw that almost all students’ confidence was increase and the quality of videos was better. moreover, students need to increase their vocabularies on accounting principles. the next activity for this meeting was giving an explanation on the assessment test. the explanation was about a rule of the speaking test. there are four aspects should be fulfilled. firstly, the students had to make group with 2-3 members. then, they had to write a script. the topic that can be chosen was dream jobs in accounting or applying accounting principle in indonesia. the writer gave 5 examples of script related to the topic so that the students can create a script by considering on those examples. thirdly, in completing a test, one group should submit a script and link of video in lms. when one aspect could not submitted, the score will be lessen for 50%. finally, the conversation was in informal situation or a small talk and video duration was more or less than 3 minutes. the task should be jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 76 finished in a week. the last activity was questions and answer related to the test that should be done. the findings from all the activities that had been done in cycle one could be available in the following description. first, from the observation during the teaching-learning process, the students had difficulty on comprehending the message in british accent with stress and intonation. they were not able to grasp some expressions and the message since the speaking speed. it could be identify from the result on doing the task. some information were missed by the students so that they were not able to fill in all incomplete sentences. the solution was giving the students a chance to listen more than three times. the other problem was difficulties to pronounce english word especially in accounting terms. it can be seen from their pronunciation when they read the answer of the worksheet. then, in reading class, the students also had a problem on comprehending the text in 150 words long in 20 minutes. the students need more time to answer all the tasks given although they already learn the techniques of reading for example skimming and scanning. third, the finding from the test that was conducted in the third meeting show that the number of video that were uploaded to a youtube channel was 30 videos. the scoring was conducted in two steps: scoring videos based on constructed rubric, then the quality of score was symbolizing into letters from a, ab, b, bc, c, d, and e. the symbolized letters was taken from state-owned polytechnic of jember grading system standard. the score and its quality can be seen in the table 3: table 3: the quality of scoring standard quality score a 81100 ab 76 – 80 b 71 – 75 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 77 the result of scoring videos show that the language aspects has been improved. in practice 1, the average score was 69 (bc), then 70.6 (bc) in practice two. in the speaking test, the score was 71.6 (b). the scores can be seen in the table below: table 4: the students’ speaking test score in cycle one aspects average pronunciation vocabulary grammar fluency task practice 1 65 70 75 65 70 69 practice 2 68 71 75 69 70 70.6 test 70 71 75 69 73 71.6 the result of interviews also showed that the students were excited to speak in english without being witnessed by their friends in the classroom. making a video was helpful to improve self-confidence and it was a challenging and exciting activity. reflection the data findings revealed that the implementation of performance assessment through video could improve the students’ speaking ability. they were able to produce two videos in practice and one video in speaking test. in those videos, the students try to fulfill the tasks: made a group with 2-3 members, chose the topic between a dream job on accounting or accounting bc 66 – 70 c 56 – 65 d 46 – 55 e below 46 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 78 principle in indonesia, and submitted a script and a video in lms. from those videos, the writer saw that the students looked more confident in pronouncing english words, responding to the questions, and telling their opinion. however, some points need to be improved. first, in the teaching-learning process especially in listening class, the students still have difficulty in understanding the content because the technique of playing the recorded audio, and the speed of conversation. second, language aspects to be improved were giving more practice on listening recorded audio, comprehending reading text on accounting, pronouncing the terms on accounting, and giving chance to speak in english more. cycle two in this cycle, the teaching-learning activity had the same step as the first cycle. the meaningful difference was the technique of playing the recorded audio. in this cycle, the writer shared the link in whastapp group of students. they can download the material, then, listen the recorded audio by using their devices for example: laptop, tablet, or cell phone to support their understanding on the material given. then, the time allocation was added for doing the tasks in worksheet. the result of cycle two described in the following explanation. in teaching-learning activity, the students were able to understand and comprehend the whole content of recorded audio better when they were given the access to the material, used their devices to play the recorded audio. besides, the students’ motivation and concern on speaking also improved when they can discuss and share ideas with their peers. the students look more excited to answer the questions due to their confidence in knowing the content of the material. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 79 the result of the speaking tes show that there was an improvement on the score. in this cycle, the average score was 77,8. the quality had been improved from bc and b into ab. the comparison of score can be seen below: table 5 the comparison of score from cycle one and cycle two aspects average pronunciation vocabulary grammar fluency task cycle 1 70 71 75 69 73 71.6 cycle 2 75 78 78 78 80 77.8 from the result of interviews show that 80 % of students exited to the speaking class due to the consideration of using a video as a practice and test for speaking. this activity helps them to reduce nervousness because they didn’t need to perform in front of their friend. the pronunciation, fluency, and vocabulary also elaborated because they want to show the best video to get the better score. reflection referring to the finding in cycle two, some reflections got from the activities in teaching learning activity, and test. first, the teaching learning activity was running better since the improvement on the students’ participation, motivation, confidence, activeness, vocabulary mastery, and pronunciation in classroom activity. then, in listening class, the changing technique of playing recorded audio help the students understand the content information better. third, in providing more time and doing discussion help them to do the task correctly. the students’ achievement on performing speaking ability was jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 80 influenced by mutual effort between teacher and students. when the teachers can apply appropriate techniques and assessments in teaching-learning activity, it will increase the quality of the students’ ability. implementing performance assessment is one consideration to help students to get better english speaking mastery. conclusion the findings of the study revealed that the implementation of performance assessment can promote students’ speaking skills, motivation, and participation in a classroom activity. they can increase the quality of speaking by uploading better videos in every cycle. the score from the selected rubric shows that the students succeeded in performing their ability on speaking skills. the determining criteria had been increased from bc to ab. the technique of playing recorded audio helps students to comprehend the content material easily so it could increase students’ pronunciation, beneficial vocabulary, and level of fluency. moreover, they also could learn more about stress, and intonation in english words. the student’s motivation and confidence were getting higher when they can create a good script with their partner then perform speaking ability in a form of video. some suggestions needed to improve the quality of speaking productive skills : first, give the students a chance to practice listening from any electronic sources before the test. second, a test for speaking should be demonstrating or performing ability in producing sounds, interaction, monologue, interview so that teacher can get real information on the students’ development or progress from teaching-learning activity. lastly, the use of english as a language for communication could be done through creating classroom atmosphere to reinforce the students adaptation in english. the ability on computer applications especially video editing needed to support this kind of assessment. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 81 references brookhart, s., m. (2018). appropriate criteria: key to effective rubrics. frontiers in education, volume 3 article 22, 1 – 12. https://doi.org/10.3389/feduc.2018.00022 brown, h. d. (2004). language assessment. pearson longman education, inc. burns, a. (2010). doing action research in english language teaching:a guide for practitioners (1 st ed.) taylor & francis. bygate, m. (1987). speaking. oxford university press. council of europe. (2001). common european framework of reference for languages: learning, teaching, assessment. https://rm.coe.int/commoneuropean-framework-of-reference-for-languages-learningteaching/16809ea0d4 fauzan, u. (2014). the use of improvisation techniques to improve the speaking ability of efl students. dinamika ilmu, vol. 14, no.2. 264 – 286. luoma, s. (2004). assessing speaking. cambridge university press. mcmillan, j., h. (2018). classroom assessment: principles and practice that enhance students learning and motivation (7th ed.). pearson education, inc. miller, m.d., linn., r. l., & gronlund, n. e. (2009). measurement and assessment in teaching. pearson education, inc. noprival. (2016).students’ voice: speaking problems on english day program at one senior high school in indonesia. jurnal ilmiah universitas batanghari jambi, vol. 16, no. 1, 77 – 81. pratolo, b., w., habibie, a., f., & setiawan, a. (2019. 26-27 august). speaking skill challenges encountered by indonesian efl learners’.[paper presentation]. in proceeding. ahmad dahlan international conference series on education & learning, social science & humanities (adics-elssh 2019). universitas ahmad dahlan yogyakarta. https://doi.org/10.2991/adics-elssh-19.2019.7 popham, w. j. (2017). classroom assessment: what teachers need to know (8 th ed.). pearson education, inc. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 5 no. 2, 2021 82 sayuri. (2016). english speaking problems of efl learners of mulawarman university. indonesian journal of efl and linguistics, vol 1, no. 1, 47 – 61. doi: http://dx.doi.org/10.21462/ijefll.v1i1.4 shermis, m., d., & divesta, f. j. (2011). classroom assessment in action. plymouth. rowman & littlefield publishers, inc. wahyuningsih, s., afandi, m. (2020). investigating english speaking problems: implications for speaking curriculum development in indonesia. european journal of educational research, volume 9, issue 3, 967 – 977. doi: 10.12973/eu-jer.9.3.967. https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 received accepted published december 2020 february 2021 february 2021 corpus linguistic study of tweets using #charliehebdo hashtags intan siti nugraha intan19004@mail.unpad.ac.id universitas padjadjaran eva tuckyta sari sujatna eva.tuckyta@unpad.ac.id universitas padjadjaran sutiono mahdi sutiono.mahdi@unpad.ac.id universitas padjadjaran abstract hashtags of #charliehebdo became trending in twitter when a knife attack incident happened in front of former charlie hebdo magazine‟s office on 25 september 2020. if #jesuischarlie was used to show empathy and support for the victim and freedom of speech value, #charliehebdo still remains question on what topics around the twitter discussion using the hashtag. thus, using corpus linguistic analysis method, which are keyword and concordance analysis, this study aims to investigate the significant topic of corpus containing #charliehebdo hashtag. the tweet corpus which contains 8.604 tweets and retweets and words in total are 177.352 tokens (words) was constructed from the tweets scrapped by the researcher using python and twitter api. the result of analysis shows that there are at least 13 categories of keywords which indicate significant topics of the tweet corpus. they are place, attacker, act, weapon, religion/belief, motive, victims, figures, emotion evoked, law enforcement and other topics. keywords: corpus linguistics, keyword analysis, concordance analysis, topics, #charliehebdo jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 55 introduction electronic conversation in social networking site (sns), such as twitter, has an advance in a way that face-to-face conversation, currently, does not have. they engage in new way of everyday life interaction and discussion with others. for example, electronic conversation in twitter, through hashtag, facilitates users to search what other people (users) are saying online and to form communities of share value. hashtag is exploited by user to form interpersonal search function and to form affiliations (de cock & pedraza, 2018; zappavigna, 2012). the affiliations created are likely indirectly through hashtags used to aggregate tweets posted by multiple users who use the same hashtags. this aggregation can create a polyphonic backchannel such as a commentary on a particular event (reinhardt et al., 2009) both through original posts or comment of news articles attached which gives opportunity for mass participation in the creation, circulation and contestation of discourses (baker & mcenery, 2015). the example of the use of hashtags in twitter showing mass participation in twitter discourse towards an event is hashtag #jesuischarlie. hashtag of #jesuischarlie becomes a trending and the most popular hashtag event movement in real actions around the world for several period of time especially in the beginning of 2015 when a shooting attack happened in charlie hebdo‟s editorial office on 7 th january 2015. in that shooting attack incident, two french muslim brothers killed 12 cartoonists and injured 11 others. they claimed that what they did was the revenge against the magazine which published controversial publication of prophet muhammad cartoons in 2011 and 2012 depicted prophet in nude cartoons. within hours following the attack, #jesuischarlie became a trending on twitter. people used the hashtag to show solidarity and support for the victims and to support freedom of speech value (giglietto & lee, 2017; mondon & winter, 2017). jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 56 in 2020, several years later the attack against charlie hebdo‟s cartoons of prophet muhammad, the magazine announce the plan of republish cartoon of prophet muhammad on 1 september 2020 ahead of a trial suspected perpetrators of the shooting attack in 2015. in instagram, two accounts identified as charlie hebdo‟s staffs posted the cartoons. triggered by similar motive of hatred, on 25 september 2020 a 25-year-old man form pakistan stabbed and injured two people outside the former of charlie hebdo office--near the site of the former charlie hebdo office — the scene of a 2015 terrorist attack targeting the satirical newspaper (nyt, 2020). following the spread of the news around the world, #charliehebdo became popular on twitter as the response of the attack on 25 september 2020. the hashtag #jesuischarlie was not as popular as in 2015 in twitter discussing an attack targeting charlie hebdo magazine which published another cartoon of prophet muhammad by its staffs. they used #charliehebdo instead to mark the topic on discussion of the incident. however, it still remains the question on what the topics around discussion in twitter #charliehebdo. if people in twitter used #jesuischarlie to show empathy and support for the victim and freedom of speech value, the use of #charliehebdo still remains question about what topics or shared values are in the twitter posts using it. for these regards, it is significant to investigate what topics are in the posts using #charliehebdo hashtag. corpus linguistics a corpus is a collection of texts that has been compiled for a particular reason based on a set of design criteria, one of which is that the corpus aims to be representative. biber and rippen (2015) remark that corpus linguistics is a research which facilitates empirical investigations of language in use and it makes the findings have much greater generalizability and validity. besides as an empirical research, the characteristics of corpus linguistic analysis are also associated to the use of computerized corpus and tools in analysis and jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 57 quantitative and qualitative analytical techniques (yuliawati et al., 2019; biber and rippen, 2015; partington et al., 2013). the characteristic of corpus linguistics which is associated to computerized corpus, therefore makes electronically-encoded text such as twitter posts to be extremely attractive data source. in addition, applying corpus linguistics in analyzing natural language use in twitter which encompasses large-scale data can contribute to boost empirical credence and to ensure objectivity and full coverage. the statistical significance in the process of analyzing also can increase the level of generality of the research findings and conclusions (gabrielatos & baker, 2008) and lend credibility and validity to the analysis. computational processes of corpus linguistics become the main advantage. collins (2019) argues that computer can perform better counting and sorting large data in a more accurate, consistent way and much more quickly. it also warrants consistency and minimizes impact of human error and subjective bias of the researcher in the process of analysis. existing studies of hashtags have either scrutinized data samples elicited on the basis of searches for tags related to particular events, such as donald trump‟s (ross & chaldwell, 2020) and barack obama‟s presidential election (zappavigna, 2011), the sydney seige case (wendland et al., 2018), an aired documentary television series benefits street (baker & mcenery, 2015), kidnapping girls in nigeria by boko haram (chiluwa & ifukor, 2015), schapelle corby‟s release day (zappavigna, 2016). some studies specifically employ corpus linguistic approach, such as keyword analysis to investigate significant topics and discourses around them (baker & mcenery, 2015) while other which use focus in news discourse (al fajri, 2019; gabrielatos & baker, 2008) to make beginning stage of further discourse analysis. in their study, baker and mcenery (2015) studied corpus of tweets about to the televised debate of a documentary television series, benefits street, broadcasted on 16 th february 2014. the tweets collected as the corpus were jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 58 posted within a week‟s worth of tweets, that was from 16 th to 23:59 pm on 22 nd february 2014. using corpus linguistics analysis, that is keyword analysis, they investigated the topics around the discussion in the corpus and subsequently carried out more detailed concordance analysis in order to identify discourses. they conducted topic categorization from the keywords by hand using concordance analysis. this keywords analysis reveals what twitter users thought of the debate generally. the result found three main discourses in the corpus along with associated discourse communities which are the idle poor, the poor as victims and the rich get richer with the latter two reinforcing one another (baker & mcenenry, 2015). in similar vein with baker and mcenery (2015), al fajri (2019) and gabrielatos and baker (2008) investigated keyword classification thematically to find out topics which lead to further discourse analysis. their results of keyword classification or categorization in their studies were considered to be prominent starting point to follow up its role in a socio-cultural context study in applying corpus-based linguistic study. for this regards, al fajri (2019) and gabrielatos and baker (2008) provided the methodological framework of corpus-based analysis in which corpus-based analysis such as keyword, concordance and collocation analysis were employed to reveal the frequent topics or issues discussed in news articles discourse. hence, a question arises as to whether keyword analysis subsequently followed by concordance analysis can elicit topics on twitter discourse as news articles discourse. keywords are words which have a special status because they express important evaluative social meanings and they play a special role in a text or text-type derived from specific statistical process (bondi & scott, 2010; stubbs, 2010). it is called keywords if the word occurs significantly in a text compared against reference corpus (baker & mcenery, 2015). technically, it compares word frequency of the corpus with word frequency of reference corpus through statistical probability as computed by an appropriate procedure (log-likelihood jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 59 score or the chi-squared test) which is smaller or equal to a p value specified by the researcher (baker, 2004). keyword types usually found are proper nouns, keywords commonly recognized as a key, and indicators of the „aboutness‟ of a particular text or corpus. thus, keyword analysis is analysis of significant and frequent words and „aboutness‟ of a corpus (baker, 2006) and when “two corpora are compared together it reveal the most significant lexical differences between them, in terms of „aboutness‟ and style (p.347)” (baker, 2004). thus by analyzing corpus of posts to twitter, this study aims to investigate discourse around incident of knife attack in paris on 25 september 2020 as well as significant topics in the tweets using hashtag of #charliehebdo. corpus linguistic analysis method is fruitful specifically keyword analysis to reveal the „aboutness‟ of the corpus. keywords obtained will indicate the significant topics which are aimed in this research purpose. method in accordance with the purpose of the research to find significant topics in the tweet corpus using hashtag of #charliehebdo, corpus linguistics is employed in term of both quantitative and qualitative analysis methods. it is in line with the characteristic of corpus linguistics which involves both methods. quantitative analysis helped to handle large-scale of natural language data and qualitative analysis provided a more contextual analysis in this study. in the following subsections, it is elaborated how the corpus as the source of data of this research was constructed and the analysis techniques were used. corpus building the data were collected through several techniques. first, to get the corpus of tweet intended, the researcher made a program of tweet scraping using python and twitter application programing interface (api) to scrape all tweets containing the string ‘#charliehebdo’. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 60 all of the scraping procedures using the program made were followed to get the tweets and re-tweets which meet the criteria. the corpus collected containing tweets and retweets were posted within a week, 25 september-1 st october 2020, after the incident of paris knife attack on 25 september 2020. all of the tweets scrapped were limited to the tweets and retweets in english language. the corpus of tweets collected after „cleaning up‟ process contains of 8.604 tweets and retweets and words in total are 177.352 tokens (words). to be available in the software analysis, that is antconc (anthony, 2019), the corpus collected from python which is in form of csv format was imported into .txt format. analytical framework for the analysis, keyword and concordance analyses were employed to meet the purpose of the research. corpus analysis tool antconc 3.5.8 (anthony, 2019) was used to derive keyword list and to conduct concordance analysis to the more close-text analysis. keyword analysis is analysis of „aboutness‟ (baker, 2006) to find keywords in the corpus. a keyword is a word which occurs significantly and frequently in a corpus compared against reference corpus (anthony & baker, 2015; baker & mcenery, 2015; bondi & scott, 2010). in this study, to get keyword list of a corpus, the researcher compared a word frequency list of the tweet corpus with wordlex twitter word frequency list (gimenes & new, 2015) as the reference. twitter word frequency list collected by wordlex project (gimenes & new, 2015) was used as the reference corpus because it was derived from tweet corpus collected in 2012 which contains total words of 30.9 million words. in conducting keyword analysis in antconc, the hashtags to take into account for the analysis have been decided to focus only on #charliehebdo while other hashtags on the corpus will not be taken into account to be known as hashtags, so that it is not necessarily to consider # mark in the analysis. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 61 meanwhile, the function of @ to mention other user is considered important for keyword analysis to know whether there are figures (users) who become the topic in this corpus. thus the punctuation of @ is appended to list of userdefined token classes. in addition, the researcher uses loglikelihood with the p < 0.001 value regarding to the characteristic of the tweet corpus which is homogenous with reference corpus which is according to paquot and bestgen (2009) log-likelihood is appropriate for this kind of corpus. for more qualitative analysis, 200 top keywords were analyzed using concordance analysis. the context of each keyword were investigated through concordance line in antconc, this concordance analysis allowed the researcher to conduct a close reading analysis to avoid over and under interpretation of keyword in categorizing topics. although a tweet which only contains no longer than 140 characters eases the process of concordance analysis, in some cases the researcher sometimes needed to conduct full tweets to avoid the tweets which were not fully depicted in the concordance line display. findings and discussion corpus of tweets using #charliehebdo was analyzed using keyword and concordance analysis to reveal the significant topics or discourse topics. keywords derived from antconc (anthony, 2019) were categorized thematically and intuitively using quick concordance analysis by hand to determine which group they best belong to. need to be informed that all the keywords categorized are the content words which are more helpful in indicating topics of the corpus. stopword list in the process of antconc keyword analysis helps is generated to produce keywords of content words only. as bondi & scott (2010) argue that the relationship of statistical keywords and aboutness is that unusual frequent lexical words differentiates targeting texts or corpus from the jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 62 other which consequently indicate the prevailing topic of the targeting texts or corpus. the keywords derived are shown in table 1 below. table-1. top 200 keywords category keywords place paris (4939), france (2153), where (1436), former (2602), near (2110), office (2211), offices (1071), outside (1441), far (639), country (438), europe (123), arrondissement (101), building (211), area (161) attacker pakistan (2703), pakistani (1441), suspect (1246), terrorist (264), origin (706), islamists (639), pak (192), culprits (608), muslim (279), terrorists (246), son (246), muslims (142), suspects (211), attackers (171), man (1018), radical, suspect, attacker (145), suspected (177), extremists (161), son (246), born (120), act attack (3840), terror (449), injured (1083), stabbing (281), attacked (1125), terrorism (768), ongoing (630), stabbed (449), stabbings (132), killed (644), attacks (309), violence (669), massacre (130), threats (125), let (138), knifeattack (120), mindless (610), intimidated (241), upholding jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 63 (241), wounded (274), stepped (186), behead (112), parisattack (162) , hurt (145), actions (108) weapon knife (1638), machete (686), cleaver (284), gunned (185), meat (239) charlie hebdo magazine cartoons (1953), hebdo (593), charlie (536), cartoonists (612), satirical (417), magazine (483) victim injured (1083), seriously (253), two (940), four (888), five (293), wounded (274), hand (611), employees (258) victims (123) figure imrankhan (1369), @imrankanpti (1301), @chrismoored24(399), @emmanuelmacron (367), president (113), minister (150), pm (1378), @mperelman (135), @france_24 (466), prime (121) attacker‟s motive cartoons (1953), prophet (358), muhammad (219), cartoon (180), mohammad (116), drawing (237), blasphemy (101), insult (122) emotion condemns (1314), condemn (316), islamophobic (1296), islamophobia (263), hatred (122), proud (231), intimidated (241), law enforcement police (956), arrested (512), detained (135), bastille (167) jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 64 time friday (256), timing (240), january (134) years (498) religion/belief christian (116), islamism (137), islamic (405), freedom (457), value (328), islam (147),rights (251) others unga (1377), trial (910), alqaeda (101) table 1 shows lists of keywords after being categorized, including names of people which are significant for this study. in determining categories of those keywords, the researcher examined each keyword‟s context to confirm its theme based on the context of the paris attack incident on 25 september 2020. for example, pakistan in the keyword list is categorized into “attacker” by the researcher although semantically it is categorized into nation/place. however, after examining the keyword in context in concordance line, the word pakistan refers to the origin of the attacker so that it is classified into the category of “attacker” since the reference is indicating to the same theme of attacker‟s identity as a 25 year-old immigrant from pakistan. from the keyword list, it is seen that keywords categorized into “attacker” and „the act‟ frequently occur than other categories. both categories of „attacker‟ and „the act‟ are indicated by twenty three keywords which appeared to be the top 200 statistically significant indicating the topic of the corpus. keywords related to the attacker which mostly refers to his identity have high keyness rank and occurrence such as pakistan (2703) or pakistani (1441) or pak (192), islamists (639), islamist (401), muslim (279), muslims (142). a quick concordance analysis of these words indicates that they reveal his origin as the immigrant from pakistan and his religion. mostly, tweets containing those words attach link of news articles exposing the attacker identity and comments on those articles. the examples of tweets are as follows: jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 65 (rt) two people arrested (one just 18 years old) after a stabbing attack close to the former offices of #charliehebdo. —† one of paris stabbing attackers was born in pakistan. not only attaching the news articles exposing attacker‟s identity, twitter users also discuss and put evaluation words consecutively with the word pakistan which generally refers to whole, not as the individual, for example pakistan as the nation or evaluation for all pakistani, islamists and muslims. as depicted to the tweet below, the discussion in of twitter users using those hashtags, in some cases and many of them, expands to more stereotyping the whole pakistani and muslim. "of course its terrorism since he is a muslim! ˜‟ #charliehebdo" kundnani (2017) remarks that after the incident of 9/11 in 2001, there has been redefining the concept of extremist and terrorism as the emergence of the so-called „global war on terror‟ which narrowly referred to specific nation and islam. once the act of violence conducted by a people adherent to islam or muslim, it will be defined as the act of terror. the other keywords linked to the attacker are words which refer to the people who act violence or criminals such as terrorist (827), terrorists (264), suspect (1246), culprits (608), attackers (171), attacker (145), extremists (161). the example of tweet linking the act of violence to islam is as follows: "(rt) in the space of 3. days: meat cleaver attacks in paris. a meat cleaver! muslim attacker. police officer shot dead in london. muslim attacker. but we mustn't comment on the constant stream of islamic violence, lest we offend someone. #charliehebdo #parisattacks #croydon" jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 66 besides the keywords indicating attacker, keywords categorized into the act are also dominant in the corpus. twitter users tend to use various words to refer to what happened in the incident such as attack (3889), terror (2182), injured (1942), stabbing (1689), terrorism (788), violence (672), killed (645), mindless (610), wounded (274), threats (184), threat (166), massacre (130), and other words which the actor is the attacker. the act category of keywords indicates that topic of discussion are he „how it happened‟. similar to the category of „attacker‟, twitter users mostly attach news articles in their tweet to be compliment of their discussing commenting on the incident using hashtag of #charliehebdo (rt) just in | four people were injured, two seriously, in a knife attack in paris friday outside the former offices of french satirical magazine #charliehebdo, prime minister jean castex said, police saying one suspect had been detained after the attack. afp" twitter users also use those words subsequently with the attacker and his identity. this is shows the correlation of his identity as pakistani and muslim is strongly attached to the violence or terror acts. therefore, as a means of analyzing further, the researcher conducted a close investigation on the keyword in context (kwic) in concordance line of antconc in order to find out how they are related each other. the result finds many of the violence or terror acts largely discussed and related to pakistan/pakistani and islam/muslim generally. "(rt) paris knife attack perpetrator near old #charliehebdo office is a pakistani. #pakistan, exporting terrorists since 1947 @fatfnews are you watching?” jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 67 the tweet above shows how twitter users link the violence act of incident to pakistan as a nation. they frame pakistan with the terrorism using the fact that the attacker in front of former charlie hebdo‟s office is an immigrant from pakistan. there are also found similar tweets that have same pattern relating the act of terrorism with either pakistan or islam generally. moreover, many the tweets relate the acts with both pakistan and islam as instance in follow: "(rt) here, a pakistani involved in knife attack in #paris at old office of #charliehebdo pakistan fountainhead of islamic terrorism subsequently with the „attacker‟ and „act‟ categories, the keywords indicating „place‟ category also appear to be significant. this is in line with the appearance of „attacker‟ and „act‟ keywords which also mainly as comments of the incident news articles. it obviously makes the words, such as paris (4939), france (2153), former (2602), office (2211) and other words indicating the place or site of incident to be significant topic in the twitter. here is the example of the tweets: (rt) charlie hebdo knife attack breaking: paris police say a suspect believed to have wounded four people in stabbing near the former offices of satirical newspaper #charliehebdo has been arrested. initially police thought it was 2 men, they now believe it was only one. #france (link) " the next obvious result of the keyword category is „attacker‟s motive‟ which also significant in the corpus. the words indicated attacker‟s motive such cartoons (1953), prophet (358), muhammad (219), cartoon (180), mohammad jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 68 (116), trial (910), drawing (108), blasphemy (101), insult (122) and other words which after being investigated in the concordance line refer to the reason the attacker committed the action. in addition, keywords categorized as „religion/belief‟ also prominent as the indicator of topics. how twitter users discussed the incident expand to the discussion of specific religion, belief, and value. (rt) i fully condemn today's islamist terrorist attack in #paris. we stand with #france and will not be intimidated, in particular when it comes to upholding our values and fundamental rights, such as free speech. #charliehebdo @emmanuelmacron" or "(rt) i honestly don't get muslim fundamentalist. if you hate western values and ideals so much, then pack your shit and move to saudi arabia or any other sharia islamic country. don't live in western countries and expect them to change their ways for your religious crap. #charliehebdo" the discussion emotion towards particular religion also frequently tweeted by the users as displayed in the example above. the word islamic (405) mostly refers to the word attack (161 times as collocate) which is primed as an „islamic‟ ways or an act allowed in islam. this draws the conclusion that each of the categories of keywords is linked in particular ways. conclusions the research is aimed to reveal the significant topics or discourse topic of the tweets using #charliehebdo hashtag. corpus linguistic analysis methods such as keyword and concordance analysis were employed since they are fruitful specifically keyword analysis to reveal the „aboutness‟ of the corpus. keywords jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 69 obtained will indicate the significant topics which are aimed in this research purpose. the result shows that there are at least 13 categories of keywords which indicate significant topics of the tweet corpus containing #charliehebdo hashtag. the significant topics identified are topic related to the fact of the incident such as the place, weapon and time of the incident, topic of the attacker including his identity, origin and himself as the actor of the incident, topic related to the act committed by the attacker, topic of religion, the victims, charlie hebdo magazine, emotion evoked by the incident, attacker‟s motive and topic related to the law enforcement. those categories however are connected each other in which for example the twitter users mostly do not only discuss the attacker as the suspect but also link it with his religion that is islam. many of the users also discuss pakistan and muslim generally framed by this incident discussion. references al fajri, m. s. 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(2018). a longitudinal assessment of the persistence of twitter datasets. journal of the association for information science and technology, 69(8), 974-984. https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 received accepted published december 2020 february 2021 february 2021 lexical bundles of indonesian and english research articles: frequency analysis azka saeful haq azka19001@mail.unpad.ac.id department of linguistics, faculty of cultural science padjajaran university rosaria mita amalia department of linguistics, faculty of cultural science padjajaran university susi yuliawati department of linguistics, faculty of cultural science padjajaran university abstract this study is preliminary research of lexical bundles in the corpus of indonesian and english research articles that focuses on analysis of frequency and distribution. this study aims to acquire list of common lexical bundles in applied linguistics articles and describes the patterns of bundle use. the most frequent lexical bundles investigated by frequency criteria reflect the common pattern of bundle use in each corpus. frequency-based approach to multi-word combination enables us to acquire reliable results because of its statistical test in authentic language data. the result shows that the most numerous bundles are 3word length and surprisingly, 5-word bundles it can be concluded that occurs in the top 20 rank in indonesian corpus. the comparison between corpora reflects that the bundles across text section are identical. although there are the same bundles used in both corpora, the typical bundles with high score of frequency and range are found to characterize the different group of writers. the distributional patterns show that there is the presence of popular bundles in english and indonesian writers. the top rank lists emphasize that the common lexical bundle structures are phrase-based in expert level. practically, this study can play role in english for academic purposes (eap) to recommend prevalent patterns of lexical bundle use in the form of pedagogically useful list of word combination. the findings can also be used for non-native writers or scholars especially indonesian writers to enrich the use of lexical bundles across sections in language and linguistics field. keywords: lexical bundles, corpus-driven approach, frequency analysis, jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 38 introduction research article written by non-native writers is potentially problematical to engage with native writing style. native-like writing marked by linguistic features in a text is underlain by practice and comprehension that are integrated in language learning. for non-native and novice writers, it is important to improve the quality of their article through learning the native-like writing style in academic genre. in the context of academic community, the writers need to use prevalent academic expression to increase the value of their articles. learning common writing style can be helpful for high quality research need to be constructed in appropriate writing. less awareness of the importance of writing style in academic writing becomes a factor that cannot improve the quality of writing. research article contains more than selection of academic dictions in lexical aspect. there is the presence of word combination used in specific discipline to reflect particular patterns of use which are crucial for writers. numerous corpus studies prove the big role of word combinations in research articles that they can be the markers of non-native or native and novice or expert writing through identifying the use of word combination (breeze, 2013; chen & baker, 2010; cortes, 2013; hyland, 2008; hyland & jiang, 2018; pan et al., 2016; salazar, 2014). the existing studies uncover that word combination as linguistic feature in research articles become marker of register, genre, discipline, and academic competence (salazar, 2014). the studies further recommend that word combination has to become materials in english for specific purposes (eap), not a single academic diction. the different writing style between native and non-native writers is marked by the common word combination used repeatedly in their writing. native-like writing competence becomes additional value for an academic work and it can be one of the problems for non-native writers to acquire many chances jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 39 in international academic involvement such as publication in reputable international journals (yuliawati et al., 2020). list of common word combinations that are usually used by native writers in particular discipline can be useful for non-native writers to set their rhetorical style as well as guide in academic writing. especially for junior scholars, their works need to be recognizable scholarly through using common frequent phrases (hyland & jiang, 2018). the word combination that become the unit of analysis in this study is called in various terminologies namely multi-word unit, n-grams (or specifically bigrams or trigrams), clusters, formulaic language, phraseological sequences, phrasing, chunks, prefabricated patterns and lexical bundles. they as linguistic feature are used frequently by writers and represents the characteristics of academic writing especially research article. lexical bundles in this study refer to unit of analysis under corpus linguistics as the approach to investigate real language use of a particular discourse community (biber & barbieri, 2007). significance of lexical bundles studies in academic writing is to provide familiar patterns of use in word combinations for guideline. the linguistic evidences reflected by lexical bundles are useful to be implemented in english for academic purposes such as english writing, teaching materials, proficiency test, and syllabus design. the lexical bundles (biber & barbieri, 2007; hyland & jiang, 2018) represent natural and original language use constructed from communicative experiences in particular discourse community. they are marker to identify characteristics of particular academic writing and to measure conventional patterns of language use. previous studies of indonesian articles (budiwiyanto & suhardijanto, 2020a, 2020b; yuliawati et al., 2020) concern on articles written in indonesian language and do not deal with the analysis across text sections. the lexical bundles in indonesian research that is written in english articles need to be explored to acquire enough comprehension in serving our research to a written jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 40 english description. the most frequent lexical bundles in indonesian articles can be compared and contrasted with native english articles to acquire adjustment for further writing. this study aims to investigate native english and indonesian lexical bundles as an effort to require more native-like writing styles in particular disciplinary communities. in terms of literary gaps, the specific discipline namely language and linguistics subject category or discipline becomes literary gap in this study because the existing studies mostly investigate two or more academic disciplines (budiwiyanto & suhardijanto, 2020b; durrant, 2015; hyland, 2008; hyland & jiang, 2018; kwary et al., 2017). this study also compares and contrasts four different sections of research article namely introduction, method, results & discussion, and conclusion that become the gaps in investigating indonesian lexical bundles. literature review section is not considerably included because of its relatively less presence based on articles that are collected in this study. in order to acquire more efficient analysis, the section of result and discussion are united. the purpose of this effort in this study is to acquire the knowledge of prevalent rhetorical style of different article section in two different group of writers. this study employs main theory of lexical bundles pioneered by (biber & barbieri, 2007) and supported by numerous related studies in word combination or lexical bundles (byrd & coxhead, 2010; chen & baker, 2010; cortes, 2013; hyland & jiang, 2018). the lexical bundles are generated based on frequency-based approach that can handle large language data in electronic form with the help of corpus tool (nasselhauf, 2005 in (salazar, 2014). lexical bundles theory is under corpus linguistics for it is conducted on the basis of computer supports, mixed method, and large authentic language data. it makes this study empirical in acquiring research goal instead of intuitive language study. corpus method namely n-grams, tool are used to generate and analyse the bundles automatically. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 41 frequency becomes the central concept that underpins the analysis of corpus (baker, 2006) and it is investigated in this study for they can reveal empirically patterns of bundle use in authentic language data. this approach as the most basic statistical test enables us to conduct more quantitative analysis in measuring the presence of lexical bundles. quantitative data reflect the quantity of the bundle use within different corpus in the numerical form. the patterns of bundle use found in this study can further be used to improve the writing styles. how to use the bundles in particular discourse community can be learned by individual or the help of instructors in eap setting. the pedagogical implication of lexical bundles frequency list and composition of bundle that can be implemented in eap with the specific disciplinary bundles that have been found in studies of lexical bundles (gavioli, 2005). method this study employs mixed method design that involves two forms of data in a single study. this is in line with the study conducted by farihah & rachmawati (2020) that employed both qualitative and quantitative analyses in a study. the purpose is to get the comprehensive analysis of data. quantitative phase in data analyzing is represented by frequency-based approach in the context of identifying the unit of analysis. the approach is aimed to generate frequency amounts of lexical bundles in a list to acquire the most commonly used bundles as well as their structures. qualitative phase in data analyzing deals with close-reading through investigating context in concordance lines to see the functions of bundle in the text. both two phases can produce wider understanding to see language use phenomena especially in the use of lexical bundles. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 42 source of data the criteria of intended data for corpus construction are determined based on the purpose of this study namely to investigate lexical bundles in two different domains. general criteria for intended journals as source of data are: 1. journals concerned on language and linguistics subject category 2. high impact factor journals 3. using english language in all articles 4. journal published between 2015 and 2020 5. the open access journal articles each criterion contains consideration based on the purpose such as specific area reflected by language and linguistics category and the most numerous citations reflected by high impact factor journals. the articles published between 2015 and 2020 represent updated articles at the time when this study is conducted. the open access articles enable whoever to check easily the selected articles for data validation. after the general criteria are adopted, each corpus needs to be specified in the context of suitability in representing native and non-native or indonesian academic articles. it reflects the consideration of representativeness in constructing corpus and manifestation of specific purpose in corpus construction. the processes of data selection in compiling research articles are under the criteria and they are conducted manually which mean they are download without any help of software. the specific criteria for native articles consider the quality that represents reputable international journal articles written by british and american experts. the criterion of native writers is traced through identifying the names of the writers. articles that are conducted under international collaboration are included if they involve native english writers. affiliation and tittles that represent a country or specific region can be additional consideration in several cases. the criterion of expert can be found in the articles published in highest jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 43 impact factor journals based on scimago journal rank (sjr) website and all journals are quartile 1. one of the criteria for non-native is indonesia domain for this study concerns on indonesian context. specifically, the journals have to be accredited by science and technology index or sinta in its highest score in national scale namely sinta 1 and 2. all indonesia journal articles need to be limited in the context of native writers in indonesian journals. based on the steps to find journals, language and linguistics journals indexed by sinta (s1) in indonesia are only four that are eligible and the others are sinta 2 journals from the corpus construction process of twenty journals, it is obtained approximately two million tokens. not all of contents in complete article are included such as literature review section and it decrease automatically the number of tokens. 200 articles are hoped to represent proportional presence of each article from 10 different journals. the 5 years period between 2015 and 2020 is considered to have proportional composition in each of corpora. corpora of article conclusion become the least number from eight corpora in this present study. the detail of tokens of each corpus are presented in the table below. table 1. corpus tokens article section native english (british & american) non-native (indonesia) article introduction corpus 137.853 181.086 article method corpus 295.922 117.414 article research and discussion corpus 723.682 468.436 article conclusion corpus 99.373 52.302 total of tokens 1.256.830 819.238 number of articles 200 200 corpus compilation this study uses corpora that contain research articles in linguistics discipline built from native english (british and american) and non-native or indonesian journal articles. the process of the two corpora construction is jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 44 conducted differently. the differences are in terms of the source and procedure. the detail procedure of each corpora construction will be elaborated further. in the context of english corpus construction, investigation of journals’ profile is conducted for ensuring that every journal is indexed by scimago journal rank (sjr) https://www.scimagojr.com/. the rank that displays impact factor of each journal and go to official journal website is available in sjr website for first dataset. in official homepage of each journal, the all issue menu is selected to see holistically the portrait of journals. article selection is conducted under the criteria that will be explained further and each article is downloaded systematically from the top position to the lower one in journal website. the non-native or indonesian corpus is built from different source of electronic scientific database. the second dataset is built upon the investigation in sinta official website concerned on sinta 1 category. there are only four journals that are indexed in sinta 1 and sinta 2 based on the investigation in query terms. there is no option in sinta official website to search for the rank in particular subject category, namely language and linguistics in this context. the search column in sinta 1 https://sinta.ristekbrin. go.id/journals?q=&search=1&sinta=1 search is implemented with the queries namely language, linguistics, and education separately but for education query must be complemented by language or linguistics queries. after all of the articles are downloaded, they are grouped in different folders for further converting process. in the context of representativeness, article downloading process is done per a journal. each journal which represents various linguistic fields such as language education, translation, discourse, language and computer, and micro linguistics has equal proportion in each corpus. every journal with its proportional articles is placed in corpus from the last volume in 2020 to the oldest one in 2015. https://www.scimagojr.com/ jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 45 published articles are downloaded per volume started from the most updated issues in 2020 to issues in 2015. each article with pdf format is converted to docx firstly to clean irrelevant information mostly related to publication. unintended information such as journal volume description in header or footer is removed including the authors’ name and affiliation. references in each article are also deleted for they are not considered as the contents of articles. compatible format for corpus tool namely plain text format or .txt is adopted after all of the texts are cleaned and ready to analyse. table 2. corpus profiles corpus types tokens average of text number of files eilac 11.530 137.853 690 200 emlac 15.339 295.922 1.479 200 erdlac 24.166 723.682 3.619 200 eclac 8.699 99.373 497 200 iilac 12.563 181.086 905 200 imlac 8.116 117.414 588 200 irdlac 18.822 468.436 2.342 200 iclac 5.202 52.302 261 200 the profile of eight corpora showed by table 1 contain numbers of words that reflect quantity of native and non-native articles in language and linguistics subject category. in comparison, english introduction in linguistics article corpus (eilac) has less numbers of text than indonesian introduction in linguistics article corpus (iilac) but the other three english corpora in method (emlac), research and discussion (erdlac), and conclusion (eclac) contain more tokens than indonesian corpora. analytical procedures the frequency-based approach implemented by computer software is used to identify lexical bundles as unit of analysis. the frequency of lexical bundles as linguistic feature show that their occurrence is not by chance, but there are patterns of use (sinclair, 2004). threshold is set before the lists of jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 46 bundles are extracted and further reduced based on exclusion criteria namely overlapping and context-dependent bundles. the goal of frequency analysis is the list of lexical bundles that can be compared across text or article sections. after the lists of bundles are gained, this study conducts the comparison across article sections and focuses on the analysis of frequency. threshold needs to be determined in the context of frequency, range, and numbers of bundles. 4-word bundles are the most selected length by numerous researchers because of its manageable size. in this study, 3 until 5-word bundles are the focus in order to acquire various and more numerous results. the other criterion is that the bundles must occur at least 10% in corpus with minimum 20 frequency (chen & baker, 2010; hyland & jiang, 2018). the lexical bundles generated by corpus software need to be refined to remove overlapping bundles and context-dependent bundles. the normalization of raw frequency extracted automatically from software is conducted for comparable purpose (yuliawati, 2018). this study uses antconc 3.5.9 (anthony, 2020) as tool to analyse large number of words in corpora. it is one of the corpus software mostly used by studies of lexical bundles to analyse corpora (bychkovska & lee, 2017; hyland & jiang, 2018; kwary et al., 2017; sadat & moini, 2014; shin & kim, 2017; wright, 2019). it generates automatically bundle lists with adjustable threshold to set the minimum of frequency and range in clusters or n-grams tool. findings and discussion findings in this section, the relative frequency of lexical bundles have been calculated automatically and the range of every bundle is displayed to see the distribution of bundles across corpora. the top 20 bundles in list are selected to discuss because they can represent the most commonly used bundles with high frequency and range in a particular corpus. the most frequent bundles in each text section are displayed by tables based on the rank. the relative frequency reflects the occurrence of a lexical bundle in corpus. the bundle the use of jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 47 displayed by table 3 indicates that this bundle occurs 128 times in a hundred thousand words. the range shows the amount of texts that use the bundle. to find the typical lexical bundles in a particular corpus, microsoft excel is employed to highlight the duplicate values in lists to mark the same bundles. the analysis of frequency is conducted simultaneously with comparison between english and indonesian corpus displayed by tables. table 3. list of lexical bundles in corpus of introduction indonesian introduction (iilac) english introduction (eilac) ran k rel. freq rang e lexical bundles rel. freq rang e lexical bundles 1 128,116 85 the use of 64,562 63 as well as 2 54,118 69 as well as 54,406 53 the use of 3 49,700 55 in terms of 47,877 48 in order to 4 43,626 60 based on the 41,348 36 in terms of 5 41,969 47 in order to 38,447 40 one of the 6 32,581 49 is one of the 36,271 36 the development of 7 30,372 40 the process of 34,820 34 a number of 8 28,163 34 due to the 34,094 35 the role of 9 25,402 29 the implementation of 32,643 31 the field of 10 24,850 34 in other words 32,643 32 the present study 11 24,298 34 the development of 26,840 28 in the field 12 23,746 33 it can be 24,664 28 in this article 13 22,641 34 there is a 22,488 31 first language l 14 22,089 33 on the other hand 21,037 23 the current study 15 21,537 24 the results of 20,311 23 in relation to 16 20,985 29 in this study 19,586 23 in this study 17 20,432 28 the result of 19,586 25 the effects of 18 19,880 27 a number of 19,586 24 understanding of the 19 19,880 29 of the study 18,861 21 such as the 20 19,880 22 the ability to 18,861 20 the context of table 3 shows the identical patterns of use reflected by both corpora. the lexical bundles the use of, as well as, in terms of, in order to have the high scores in the bundle use in frequency and range. this authentic linguistic evidence become the marker of similarity between indonesian and english writing in expert level. apart from the similarity, there are the typical lexical bundles from different group of writers based on the computer calculation. in the corpus of indonesian writing (iiclac), the typical bundles are the implementation of, the process of, and the ability to that refer to the issue jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 48 concerned in the research. in eiclac, the bundles the field of, understanding of the, and such as the are the typical bundles that cannot be seen in iiclac. in the context of distribution, the bundles the use of, as well as, in terms of and based on the become the commonly used bundles in text introduction by both english and indonesian writers. they reflect well-distributed bundles and used by more than fifteen writers in those corpora. table 4. list of lexical bundles in corpus of method english method (emlac) indonesian method (imlac) rank rel. freq range lexical bundles rel. freq range lexical bundles 1 49,337 79 in order to 135,418 90 in this study 2 44,944 64 in this study 109,016 82 based on the 3 39,200 53 the number of 70,690 56 of this study 4 30,413 48 each of the 69,838 45 in order to 5 29,738 59 in terms of 63,877 51 of the study 6 29,062 56 one of the 58,766 52 the data were 7 29,062 56 the use of 57,915 41 the use of 8 27,034 54 a total of 48,546 36 the participants were 9 27,034 55 based on the 46,843 33 in terms of 10 27,034 46 the participants were 45,991 42 was used to 11 27,034 47 were asked to 40,029 34 in this research 12 24,331 49 included in the 40,029 39 this study was 13 21,965 50 of the study 38,326 29 one of the 14 21,965 29 of the target 38,326 28 the results of 15 20,951 41 in the study 38,326 34 this study were 16 19,938 44 of the participants 36,623 34 this study is 17 19,938 39 part of the 35,771 28 of the data 18 19,600 33 the present study 34,919 31 as well as 19 19,262 45 the end of 32,364 27 of this research 20 17,572 35 used in the 31,512 27 data from the the bundles in the two lists showed by table 4 also provide the evidence that there is the presence of identical patterns of bundle use. typical bundles in emlac are included in the, the end of the, and a total of that can be identical word combination in english method articles. imlac contains bundles of the data, data from the, and in this research with the relatively high range. distribution of bundles in those two corpora show that the bundles in this study jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 49 and in order to are the most frequent multi-word unit that are used recurrently by english and indonesian writers. table 5. list of lexical bundles in corpus of result and discussion english result and discussion (erdlac) indonesian result and discussion (irdlac) ran k rel. freq rang e lexical bundles rel. freq range lexical bundles 1 30,262 89 in order to 76,425 128 based on the 2 27,084 70 the number of 31,808 69 in this study 3 26,393 76 in this study 31,381 67 most of the 4 21,142 45 the present study 30,100 70 in order to 5 20,589 83 one of the 28,606 74 related to the 6 19,069 57 in relation to 26,898 56 in the following 7 17,549 74 part of the 24,550 67 on the other hand 8 16,720 66 the role of 23,055 52 of this study 9 16,720 79 there is a 22,628 55 the form of 10 16,582 68 a number of 22,628 63 there is a 11 15,200 64 the importance of 22,202 56 the results of the 12 14,647 47 i don t 21,988 62 shows that the 13 14,509 75 based on the 21,775 49 as shown in 14 14,371 58 some of the 20,921 57 due to the 15 14,095 52 there was a 20,707 59 in other words 16 13,404 67 due to the 20,494 53 the findings of 17 13,127 49 the relationship between 20,280 52 the fact that 18 12,851 59 in addition to 20,067 27 of the word 19 12,298 41 the effects of 19,640 48 in the form of 20 12,160 56 can be seen 18,572 53 there is no the table 5 above displays the corpora that contain the most numerous and various lexical bundles. there are numerous same bundles in the comparison because of the various patterns of bundle use. erdlac reflects typical bundles namely there was a, can be seen, and the relationship between that are not relatively frequent in the list. irdlac contains bundles related to the, the fact that, and in the form of in the top rank. in terms of distribution, the bundles in this study, in order to, based on the, and one of the become the familiar preference in both two group of writers. table 6. list of lexical bundles in corpus of conclusion english conclusion (eclac) indonesian conclusion (iclac) rank rel. freq range lexical bundles rel. rang lexical bundles jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 50 freq e 1 6,944 52 as well as 15,869 47 the use of 2 5,333 37 in this study 10,133 41 of this study 3 5,032 38 in terms of 9,560 40 based on the 4 4,428 24 the current study 7,457 30 as well as 5 4,428 31 the use of 6,883 26 the results of 6 4,126 30 in order to 6,692 24 in terms of 7 3,824 29 of this study 5,927 20 the present study 8 3,522 30 the present study 5,162 24 in this study 9 3,522 25 the role of 4,589 21 of the study 10 3,220 22 in this article 4,398 21 it can be concluded that 11 2,818 25 some of the 4,015 21 due to the 12 2,616 20 a number of 13 2,616 20 need to be 14 2,616 21 one of the 15 2,616 20 the development of 16 2,415 23 the importance of 17 2,214 20 for future research in these corpora, the lexical bundles displayed by table 6 are the least than the other three corpora (introduction, method, and result & discussion). it can be reasonable for the text length is the shortest. the bundles as well as, in terms of, and the use of are present in both corpora. the typical bundles the current study, in order to, and the role of become the most frequent in eclac that are not found in iclac. there is unpredictable result in iclac that the bundles it can be concluded that become the longest bundle in the top ten rank. this bundle can be the typical characteristic of indonesian writers because it is familiar based on the statistical test. in the context of distributional analysis, bundles as well as, the use of, and of this study are well-distributed in both corpora. discussion based on the findings, the most numerous bundles occur across text sections are in the form of 3-word bundles which contain the most incomplete structure in this study. there are only 5 lexical bundles in 4-word length (on the other hand, the results of the, in the form of, can be seen in, in the field of) and one for 5-word length (it can be concluded that) in the top 20 rank. the jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 5 no. 1, 2021 51 incomplete structure and the phrasal form of bundle investigated in this study can be the linguistic evidences that emphasize the use of phrase-based bundles. the comparison between corpora reflects that the bundles across text section are identical. although there are the same bundles used in both corpora, the typical bundles with high score of frequency and range are found to characterize the different group of writers. the typical lexical bundles found are not by chance but they indicate that there are patterns of bundle use in a group of writers and a particular discipline namely linguistics. the preference of writers creates the systematic patterns that can be identified in the form of lexical bundles. the distributional patterns show that there is the presence of popular bundles in english and indonesian writers. the top rank lists emphasize that the common lexical bundle structures are phrase-based in expert level. both english and indonesian expert level writers employ the phrasal bundles in their research articles. the list of the most commonly used bundles can be guidance of novice writers who want to improve their writing skill to acquire more acceptable writing style in research article. conclusion the most frequent lexical bundles investigated by frequency criteria reflect the common pattern of bundle use in each corpus. frequency-based approach to multi-word combination enables us to acquire reliable results because of its statistical test in authentic language data. the list of lexical bundles can be used for teaching and learning activities as well as the personal evaluation. practically, this study can play role in english for academic purposes (eap) to recommend prevalent patterns of lexical bundle use in the form of pedagogically useful list of word combination. the findings can also be used for non-native writers or scholars especially indonesian writers to enrich the use of lexical bundles across sections in language and linguistics field. references anthony, l. 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(2020b). indonesian lexical bundles in research articles : frequency , structure , and function. indonesian journal of applied linguistics, 10(2), 292–303. https://doi.org/10.17509/ijal.v10i2.28592 bychkovska, t., & lee, j. j. (2017). at the same time : lexical bundles in l1 and l2 university student argumentative writing. journal of english for academic purposes, 30, 38–52. https://doi.org/10.1016/j.jeap.2017.10.008 byrd, p. a. t., & coxhead, a. (2010). on the other hand : lexical bundles in academic writing and in the teaching of eap. university of sydney papers in tesol, 5, 31–64. chen, y., & baker, p. (2010). lexical bundles in l1 and l2 academic writing. language learning & technology, 14(2), 30–49. cortes, v. (2013). the purpose of this study is to : connecting lexical bundles and moves in research article introductions. journal of english for academic purposes, 12(1), 33–43. https://doi.org/10.1016/j.jeap.2012.11.002 durrant, p. 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(2020). penulisan akademik: perspektif linguistik korpus dan analisis wacana. unpad press. https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 283 received: accepted: published: august 18 th 2022 august 28 th 2022 september 14 th 2022 the utilization of the instagram live feature in learning during pandemic times to improve students' speaking abilities riri narasati narasati56@gmail.com stmik ikmi cirebon abstract the main reason for this research is the boredom of online learning that many students have to deal with. moreover, this condition has existed since more than a year ago. this situation alone makes the researcher, who also acts as a teacher, upgrade the online learning process with the help of social media, the instagram live feature. the researcher hopes that the online learning process can be more fun and enjoyable by using the instagram life feature, which will later improve the students' speaking ability. this research investigates using the descriptive statistical method, which uses class control and the class experiment. the data shown are pre-test and post test data which are then processed using wilcoxon. this way, in the final of the research, it can be concluded that the use of instagram live can improve speaking skills because there is a significant score difference between before and after using instagram live as a learning process. keywords: speaking, instagram live, improving speaking skills introduction the covid-19 pandemic that has existed since more than one year ago change the education world. the learning process has changed and transformed into an online learning system. the online learning processes during the pandemic time mostly used zoom and google meet applications. the domination of these two applications in the online learning process during the pandemic makes the learning process monotonous and less attractive. in education sector, the use of technology has become an important part of the learning process in and out of the class (ahmadi, 2018). effective learning process is gained through the optimization of technology, in this case as modern media. such modern media can be accessed through wikipedia, skype, video conferencing, mobile application and so forth (jena and scholar, 2017). many teachers are trying to https://jurnal.unigal.ac.id/index.php/jall/index mailto:narasati56@gmail.com jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 284 find breakthroughs in their online teaching methods to get students' attention. the teachers are also looking for new ways to improve students' english ability in specific skills and materials. speaking, writing, listening, grammar, and reading are the essential aspects of english learning that should be included in the whole learning process. among those five aspects, one that attracts the researcher; speaking. the main reason is that speaking is one practical and active english skill. furthermore, there is a challenge in teaching speaking since the students' first language is not english. that fact alone gives fear to the students since they have to do more practice in learning speaking. most students stated that they fear making pronunciation mistakes when they have to talk in english, which is not their first language. as a result, they tend to be scared, nervous, and even insecure when they have to speak in english. indonesian learners have difficulties in expressing something using oral language because their motivation of learning language are relatively low and this will also affect their language performance (nailufar, 2018). that is why when someone tries to convey meaning in english, many anxieties, hesitation, and afraid of making mistake feeling happened. based on the information mentioned above, teachers try a breakthrough, using social media as one part of the learning process. social media is a tool to deliver information from one person to another or group (organization) to achieve individual or group goals. nasrullah (2016) stated that "social media can be seen from the development of how individuals interact with the media devices." media plays a vital role in the education system nowadays, especially in reaching the goals of education itself. van dijk (2013) in nasrullah (2016) stated that social media is a new kind of media platform that focuses on the existence of the users in facilitating their activities and collaboration. it is because social media is seen as the virtual facilitator that aims to strengthen the relationships and the bond between users and others. dr. rulli nasrullah m.si., in the book media sosial (2016), concluded that social media is a medium on the internet that allows users to present themselves and interact, share, communicate, work with other users, and form social relations indirectly. the researcher chose social media because many students nowadays use it, which is why it becomes quite attached to them. many kinds of research showed that using social media applications in the learning process has proved to be effective in improving learning outcomes. stainbank jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 285 and gurr (2016) stated that using social media improves learning quality and results in accounting by using facebook and twitter. erika, yanto & kasidi (2018) found a significant difference in accounting learning outcomes between the students using facebook and those who were not. zukhruf ambarsari has also used social media in his research about instagram as the learning media, which has proven effective (2020:81). there are some other reasons why instagram can be an effective social media platform to choose as a learning partner; (1) it supports lifelong learning since every level of education can use instagram, and (2) it gives the students complete control to make their digital content and publish it online; it can even stimulate the students and teachers to be more actives than before in making more digital contents, (3) it allows the possibility of collaboration between the students and the teachers in some specific projects to reach the learning goals (bexbeti, 2014). research by susilowati and colleagues also stated that using facebook as the social media for learning can improves the writing skill of junior high school students. this research showed that the students' vocabulary levels increase after they learn writing through facebook as a social media learning partner (susilowati, 2019). bestari and friends used instagram as a object research focuses in writing and showed that instagram caption helped students to improved their writing skills (bestari, 2020). riana and testiana focuses their research into speaking skill and they finds the problems of speaking is about difficulties to express their feeling. a research of riana and testiana using technology for solving the problem by video in youtube and showed that this method can increase their speaking skill (budiastuti and wijayatiningsih, 2019). in this research, the researcher focuses on using the instagram life feature on the instagram application to do the online learning processes. the researcher hopes that by using the instagram live feature, the students will be more interested in online learning because instagram is a social media platform that many use daily. the researcher also hopes that by using the instagram live feature, students will have less fear, nervousness, and even insecurity when speaking in english. method this research conducted using research design of quasi experimental and also calling the non randomized control group design. a quasi-experiment is an accuse which takes place in real-life settings rather than in settings of laboratory, they are often jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 286 considering not truly research of experimental, but rather correlational research, which involves identifying relationships of statistical between two variables rather than causal relationships. based on creswell (2008: 314), the data is the general overview by quasiexperimental design. this research used the populations all of students from one semester majoring in systems information and software engineering at stmik ikmi cirebon. the total population was 66 students. in this research, the sampling took the systems information students as the experimental group and software engineering as the control group. there were two variables of the research. those variables were dependent variable and independent variable. based on arikunto's explanation (2006: 118), the subject of a research is variable, or the things that becomes points of attention of a research. the research uses two variables, they are dependent variable and the independent variable. in this research, learning by using instagram live is the independent variable. based on the research is the score of the students' speaking achievement is the dependent variable. findings and discussion for completing the research process in the class, the following are the data obtained from the learning process to the experimental class and controlled class. from the pre-test and post-test data, the experimental class has a higher increasing rate compared with the controlled class. the increasing rate in the experimental class is around 15-20 while in the controlled class it is only 10. descriptive statistics the descriptive statistics in this study displayed the data on students' speaking abilities in the experimental class and controlled class, which are shown in the following table 1 data: table 1. students' speaking abilities in the experimental class and controlled class n minimum maximum mean std. deviation pre-test experimental 33 40 70 48.94 10.136 post-test experimental 33 50 90 65.76 12.816 pre-test controlled 33 40 85 53.27 13.312 post-test controlled 33 50 90 63.42 12,762 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 287 valid n (listwise) 33 from data on the table 1, we can conclude that the minimum score for the pretest experiment is 40, while the maximum score is 70. the minimum score after getting treatment on instagram live and watching learning videos and trying to do instagram live for practice speaking is 50 , while the maximum score in the experimental class is 90. in the class of control, the minimum score in pre-test is 60, and the maximum score is 65. at the end of research and doing conventional method, the score of minimum in controlled class is 40 and the score of maximum is 85. there are difference about scores between the controlled and group. in the class of experimental, the average score is 48.94 in the pre-test and becomes 65.76 in the post-test. while in the class of controlled, the average score is 53.27 in the pre-test and becomes 63.42 in the post-test. from the descriptive statistics data, it can be concluded that there is a difference in the average score data in the controlled and experimental class, although the difference is only about 2.34. it can be said that the students were able to increase their scores and have better speaking ability than before. furthermore, looking at the difference of the pre-test average score on the experimental class, there is a significant increase of 16.82. this difference is quite significant from the average score on the controlled class with the increase 10.15. this difference also showed that the speaking ability on the experimental class has been increased. test of normality finally data showed about the average score of the experimental and the controlled class, the data processing continues to the test of normality in table 2. table 2. the average score of the experimental and the controlled class tests of normality kolmogorov-smirnov a shapiro-wilk statistics df sig. statistics df sig. pre-test experimental .205 33 .001 .818 33 .000 post-test experimental .160 33 .032 .903 33 .006 pre-test controlled .204 33 .001 .874 33 .001 post-test controlled .187 33 .005 .883 33 .002 from the table 2 data, it can be concluded that a significant value is greater than jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 288 0.05. in the kolmogorov and shapiro wilk tests, it means that the data is normally distributed. when the data is normally distributed, it will be continued with t-test and independent sample t-test. since the value of controlled class is equal of 0.05 then the same test is needed. table 3. independent test t-test independent samples test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper score equal variances assumed 1,719 .195 5,913 64 .000 -16,81818 2.84444 22.50061 11.13576 equal variances not assumed 5,913 60,775 .000 -16,81818 2.84444 22.50642 11.12994 based on the significant value between the two groups of pre-test and post-test on the experimental class, the levene test value was 0.195 > 0.05, which means that the data of the two groups is the same or homogeneous and the significant value is 0.00 < 2.00. based on that data, h0 is rejected and h1 is accepted, which means there is a significant difference between the pre-test and post-test scores. table 4. independent test t-test independent samples test levene's test for equality of variance t-test for equality of means jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 289 s f sig . t df sig. (2 tailed) mean differenc e std. erro r differenc e 95% confidence interval of the difference lower upper scor e equal variance s assumed .07 5 .78 5 3.16 2 64 .002 10.15152 3.21022 16.5646 6 3.7383 7 equal variance s not assumed 3.16 2 63,88 7 .002 10.15152 3.21022 16.5648 8 3.7381 5 based on the significant value between the two groups of pre-test and post-test on the experimental class, the levene test value was 0.075 > 0.05, which means that the data of the two groups is the same or homogeneous and the significant value is 0.002 < 2.00. based on that data, h0 is rejected and h1 is accepted, which means there is a significant difference between the pre-test and post-test scores. table 5. paired t-test paired samples test paired differences t df sig. ( 2tailed) mean std. deviati on std. err or mean 95% confidence interval of the difference lowe r uppe r pair s 1 pretest_experime nt posttest_experim en 16,81 8 4,647 .809 18,46 6 15,17 1 20,79 2 3 2 .000 pair pretest_control 2,333 .406 3 .000 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 290 2 posttest_control 10,15 2 10,97 9 9,324 24.99 1 2 based on the t value between the two groups of pre-test and post-test in controlled and experimental class -20.79 > -24.99 can be concluded that the t-value of the experimental class is higher than the controlled class. it means that it strengthens the independent sample t-test which states that there is a significant difference in pre-test and post-test value. conclusions from the data, it can be concluded that the learning process in the experimental class had a significant change after the action. the speaking ability of students in the experimental class increased quite significantly compared with the controlled class. a more fund and enjoyable learning process make students enjoy learning even more so that it also affects their speaking ability. students become more confident and courageous to express their opinions and their speaking ability. references ahmadi, d. m. r. 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(2016). media sosial perspektif komunikasi, budaya, sosioteknologi. cet.kedua. simbiosa rekatama media : bandung. stainbank, l & gurr (2016). the use of social media platforms in a first year accounting course. meditari accountancy research. vol 24 no 3 hal 318–340. susilawati and friends. 2019. the effectiveness of facebook towards students's wriring recount text and vocabularry mastery. bahtera: jurnal pendidikan bahasa dan sastra vol 18 no 2 retrieved http://journal.unj.ac.id/unj/index.php/bahtera/article/view/11608 zakirah, dinda. 2018. mahasiswa dan instagram. jurnal s1 sosiologi fisip universitas airlangga vol. 2 no.2 https://doi.org/10.1111/modl.12302 http://ejournal.uksw.edu/ecodunamika/article/view/1516 http://journal.unj.ac.id/unj/index.php/bahtera/article/view/11608 https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 213 received accepted published july 15 th 2022 august 28 th 2022 september 14 th 2022 students’ perception on the lecturer’s feedback of their speaking ability in online class septyana dwi utami* septyana.du.09@gmail.com universitas muhammadiyah purwokerto dyah kusumastuti dyahkusumastuti@ump.ac.id universitas muhammadiyah purwokerto abstract speaking english has challenges for each individual to do. because of the difficulties, the students need feedback from the lecturer in correcting their mistakes in speaking. this research is aimed to find out students’ perception of the lecturer’s feedback on their speaking ability. the research belongs to the descriptive quantitative method which is analyzed someone’s opinion about a thing. the methods of collecting data used in this research were questionnaire and interview. the researchers used the interview to enrich the research data therefore the data sources were trusted. the data from the questionnaire were analyzed using the likert scale and determining the mean score of each statement. the sampling technique used in this research was simple random sampling. the samples of the research were 35 students of the english education department in a private university in purwokerto. in addition, the interview data were analyzed using data reduction, data display, and conclusion drawing/reduction. based on the research that has been conducted, the result of the research was the students have a positive perception of the lecturer’s feedback on the students’ speaking ability. it can be seen in the grand mean score of 3.65, which means this research has a positive perception. from the interview, this research also proves that the lecturer’s feedback is important for the students because it helps the students in correcting their mistakes in practicing speaking english. keywords: direct feedback, indirect feedback, lecturer’s feedback, oral feedback, students’ perception, written feedback. introduction speaking is an oral communication process when someone communicates or informs others about something. it happens when there is the speaker(s) that gives information to the audience. according to cunningham (1999:3), speaking includes a process of producing, accepting, and processing information. because english become the foreign language in indonesia, most students in indonesia have difficulties in practicing https://jurnal.unigal.ac.id/index.php/jall/index mailto:septyana.du.09@gmail.com mailto:dyahkusumastuti@ump.ac.id jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 214 speaking. before the students speak, they have to consider the word choice, tense, grammar, intonation, and how to pronounce the word(s) and others. if the students have less vocabulary in their minds, it may be harder to practice their speaking ability. in speaking activities, students may make mistakes in some speaking aspects such as pronunciation, grammatical rules, and others. in this condition, feedback is important to make the students realize what mistakes they have made and how they can give correction and betterment in their speaking ability. the students need the teacher’s feedback since research found that the students’ mistakes need to be revised and if it does not happen, they may be confused about it (leki, 1991). it is commonly understood that students need feedback to make their speaking abilities better. some lecturers still not maximize in giving feedback on students’ speaking ability whereas the lecturer’s feedback is important for their improvement, especially in speaking. considering the importance of feedback, it has some purposes for giving feedback to the students. according to lewis (2002), the purposes of giving feedback are to provide information for both the lecturers and students, provides students with learning advice, provides students with language input, gives motivation to the students, and lead students toward autonomy. in giving feedback to the students, there are many forms of it to make it effective and can be understood by the students. according to cohen (1990: 109), there is oral and written feedback. oral feedback refers to the feedback given orally to correct the students’ mistakes. while written feedback is given in written form draft. both oral and written feedback is important for the students in correcting and evaluating the students’ speaking ability. the lecturer’s feedback may give different perceptions of the students. each student may have a different perception of the lecturer’s feedback on their speaking ability. perception is someone’s opinion or point of view of things. as people know that feedback is given to give correction for any mistakes, feedback has an important role in speaking betterment. the students may have a positive perception of the lecturer’s feedback and receive it as their reference in correcting the students’ mistakes in speaking. on the other hand, the students also may have a negative perception of the lecturer's feedback. during the covid-19 pandemic, the lecture has to go on online learning. in online learning, speaking activity happens both synchronous and asynchronous learning. it deals with the online sources and apps (lingga, yuliyanti, & ningsih , 2021). in both jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 215 synchronous and asynchronous learning, the lecturer may give feedback on the students’ speaking ability. some aspects included in the feedback are pronunciation, intonation, eye contact, and gesture. this research focuses on analyzing the students’ perception of the lecturer’s feedback on the students’ speaking ability. the researchers decided to choose “students’ perception on the lecturer’s feedback of their speaking ability in online class” which analyzed the students’ perception of the lecture’s feedback on their speaking ability, and whether it was important for the students’ betterment of their speaking ability or not. the researchers took fourth-semester students of the english education department in a private university in purwokerto as the participant in the research because the students had been receiving the lecturer’s feedback on speaking ability. method this research belongs to descriptive quantitative research which is a study that belongs to analyzing someone or a group of people's opinions about something. this research analyzed the students’ perception of the lecturer’s feedback on their speaking ability. this research was conducted in the one of private universities in purwokerto which is located in purwokerto, banyumas regency, central java. the sampling technique used in this research was the simple random sampling technique. the total samples who participated in this research were 35 students. for the interview, the researchers took 5 students randomly as the respondents of the interview. the researchers used a questionnaire and interview as the instrument for collecting data. findings and discussion in this section, the data from the questionnaire was answered by 35 respondents. there are three major discussion categories in this part. the first category is the way the lecturer gives feedback on the students’ speaking ability, the second is about the accuracy of the lecturer’s feedback, and the last is about the benefits of the lecturer’s feedback. the way the lecturer gives feedback to the students’ speaking ability to analyze the way the lecturer’s give feedback, the researchers provided 10 statements in table 1. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 216 table. 1 statements to analyze the way of the lecturer’s feedback no statement sd d n a sa n mean 1 feedback given directly by the lecturer orally has been effective 0 1 10 21 3 35 3.74 2 oral feedback is delivered by the lecturer clearly and easily to understood 0 3 11 16 5 35 3.66 3 feedback given directly by the lecturer in writing according to my needs 1 4 14 15 1 35 3.31 4 written feedback is delivered by the lecturer clearly and easily understood according to my mistakes 0 3 11 17 4 35 3.63 5 the lecturer gave direct feedback on where i made a mistake when speaking 1 3 8 16 7 35 3.71 6 the lecturer’s direct feedback helps me improve my speaking ability 0 1 3 16 15 35 4.29 7 direct feedback helps me more in improving my speaking ability 0 0 8 11 16 35 4.23 8 lecturers do not give direct feedback where i make mistakes when speaking 5 9 11 9 1 35 3.22 9 the lecturer’s indirect feedback helps me improve my speaking ability 2 6 16 8 3 35 3.11 10 indirect feedback helps me more in improving my speaking ability 2 6 18 7 2 35 3.03 the accuracy of the lecturer give feedback on the students’ speaking ability to analyze the accuracy of the lecturer feedback, the researchers provided 5 statements in table 2. table. 2 statements to analyze the accuracy of the lecturer’s feedback no statement sd d n a sa n mean 11 feedback from the lecturer is appropriate to the mistakes i made when speaking 0 0 11 16 8 35 3.91 12 the lecturer’s feedback on my speaking ability is too long therefore it is difficult to understand 4 13 13 3 2 35 3.40 13 feedback about the use of grammar when speaking english is given in detail by the lecturer 2 4 12 12 5 35 3.40 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 217 14 feedback about the use of grammar when speaking english is given in detail by the lecturer 0 2 12 14 7 35 3.74 15 feedback about non-verbal communication when i speak english is given in detail by the lecturer 0 2 17 15 1 35 3.43 the benefit of the lecturer give feedback to the students’ speaking ability to analyze the way the lecturer’s give feedback, the researchers provided 5 statements in table 3. table. 3 statements to analyze the benefit of the lecturer’s feedback no statement sd d n a sa n mean 16 the lecturer’s feedback is very useful for my english speaking skill 0 1 5 16 13 35 4.17 17 the lecturer’s feedback makes me confused about how i can improve my english speaking ability 5 15 9 4 2 35 3.40 18 the lecturer’s feedback about pronunciation made me easier to remember how to pronounce english words correctly 0 0 8 18 9 35 4.03 19 the lecturer’s feedback about grammar makes me easier to speak english 0 0 16 13 6 35 3.71 20 the lecturer’s feedback about non-verbal communication (eye contact, gesture) made me understand good manners when speaking 0 3 6 14 12 35 4.00 after analyzing the result of the questionnaire, then the researchers sum the mean score of each statement to find the grand mean score. grand mean (x) = (x) = = = 3.65 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 218 the grand mean score of the questionnaire is 3.65. based on table 2.5, the researchers found that this research has a positive perception which can be seen from the grand mean score, 3.65 which is agreed by the students. the questionnaire data were also supported with the interviews with the students as a technique to get trustworthiness. the interview data is used to enrich data and add discussion. from the interview results, it can be revealed some important key aspects of the feedback from the students as follows: the feedback helps students improve their speaking ability. students' responses to the interviews show that their teachers’ way of giving feedback helps them to improve their speaking ability, in this case, pronunciation and vocabulary, as r1 stated: “i think the lecturer‟s feedback is very important. some of the students are still learning, moreover, some students are not fluent and some are already fluent. this feedback is not only to improve pronunciation, and vocabulary but also to encourage students to learn more. feedback is very important to remind if students make mistakes when speaking english”. (r1) r1 stated that the feedback from the teacher is important for him/her because some students are still not fluent in speaking, they need feedback to help them learn vocabulary and also pronunciation because these two language aspects are challenging for the students. the lecturer’s feedback can be used as a reference in correcting their mistakes and speaking and motivating them to practice speaking english in a good way. it supports lewis’ (2002) statement that feedback has some aims such as providing information for the lecturers and students, providing students with advice about learning and language input, giving motivation, and leading students toward autonomy. in addition, r4, the teacher of english also emphasized that teachers’ feedback can help the students to identify their weaknesses in learning english, as stated: “the lecturer's feedback is important. by the lecturer‟s feedback, the students will be able to know their weaknesses in english speaking and it can be used as a reference for them in correcting their mistakes”. (r4) according to r4 the feedback given by the teachers can help students to be more aware of the potential mistake that may happen during their speaking. r4 believes that the feedback can allow the students to revise their mistakes. for the students, feedback can be as their evaluation to know their ability and comprehension of the learning material. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 219 through feedback, students can understand their weaknesses and strengths, especially in speaking ability (lewis, 2002). the feedbacks from the lecturer are easy to understand from the interview with the students, it can be seen that students perceived the feedback positively because the feedbacks are clear and understandable, as stated by r4: “the lecturer already gives feedback properly so the students know things that need to be corrected when speaking english. the feedback is also clear enough and easy to understand”. (r4) from the statement, it is clear that giving proper feedback will make the students understand the mistake and can make the correction. radeki and swales in leki (1991) said that the students need the lecturer’s feedback to correct their mistakes and avoid them being confused if they do not give feedback from the lecturer. this statement is also uttered by r5 as stated: “the feedback is always appropriate and easy to understand, such as when the lecturer gives feedback on pronunciation. for example, when the student pronounces „mouth‟ in the wrong way, then the lecturer gives the example of how to pronounce „mouth‟ correctly”. r5 also emphasized that the clear and understandable feedback given by the lecturers will help them improve. direct feedback is considered more understandable. direct feedback refers to correction in linguistic form (word, morpheme, phrase, deleted word[s] or morpheme[s]). in speaking ability, direct feedback can be feedback from the lecturer that tells the students directly where they make mistakes when speaking english (ferris, 2002). based on the answer of r4 and r5, the researchers found that the students assumed that the lecturer gives feedback according to the students’ mistakes when they speak english. related to the answer of r4 and r5, the other respondents also mentioned that the lecturer’s feedback is appropriate to the students’ mistakes and the lecturer delivers the feedback well. in addition, r5 also mentioned an example of the way the lecturer gives feedback by giving the example of how to pronounce english words correctly. the feedback is appropriate to the students’ mistakes from the interview, it can be said that the lecturer already give feedback appropriate to the students’ mistakes in speaking, as stated by r5: jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 220 “the feedback is always appropriate and easy to understand, such as when the lecturer gives feedback on pronunciation”. (r2) r4 2 also mentioned that: “the lecturer‟s feedback is already appropriate”. (r2) from the students’ responses, it can be said that the lecturer gives feedback based on the students’ mistakes. the feedback is also easy to understand as stated by r3: “it is easy to understand and appropriate with our mistakes”. (r3) it proves that the lecturer’s feedback is appropriate with the students’ mistakes and they can easy to understand about the lecturer’s feedback. different types of feedback are acceptable as long as they are clear. from the interviews with the students related to the types of feedback given by the lecturers, the student mentioned that whatever the types of feedback as long as the lecturers provide them in clear and understandable ways, it is accepted. “the feedback is given by the lecturer by audio directly and orally so it can be understood by the students easily. the feedback is very helpful and gives the students motivation in improving english speaking ability”. (r1) r1 mentioned that the types of feedback given by the lecturers are not a matter as long as the feedbacks given are clear. this statement is also mentioned by r3 as stated: “the feedback is given directly in zoom meeting and the students also practice english speaking synchronously in zoom meeting, then the lecturer gives feedback at that time”. (r3) r3 explained that even though the lecturers give feedback on the online platform, it is acceptable. this way of giving feedback is not really different from feedback given in a face to face meetings. on the other hand, r5 explained that the lecturers sometimes give the feedback through audio and video recording to make the students able to listen and see the feedback again and again. “the feedback is given in the written form, audio or video recording. the feedback is very helpful for improving the students‟ speaking ability”. (r5) according to the research that has been conducted, the researchers found some answers to the research question “what is students’ perception of the lecturer’s feedback on their speaking ability?” jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 221 irwanto (2002:71) stated that there are two types of perception; positive and negative perception. in this research, the researchers concludes that the students have a positive perception of the lecturer’s feedback on their speaking ability. considering the type of perception, the researchers found that in this research, the students have a positive perception because the grand mean score is 3.65 which means good. it is continued by the positive response from the students about the lecturer’s feedback. the lecturer gives detailed feedback on the students’ speaking abilities based on their mistakes. based on the students’ point of view, the lecturer often gives feedback on some aspects of speaking ability such as grammar, pronunciation, and non-verbal communication. the feedback from the lecturer is also easy to understand and appropriate to the students’ mistakes. the accuracy of the lecturer’s feedback also can be seen from the students’ understanding of the feedback. based on the data, the researchers find that the lecturer gave detailed feedback on the students’ speaking ability. the feedback is not too long and appropriate to the students' needs. in addition, the lecturer usually tells the students where they made mistakes and gives a correct example of how to speak english well and fluently. according to cohen (1990), there are two forms of feedback which are oral feedback and written feedback. oral feedback means the lecturer gives feedback orally on the student’s speaking ability, while written feedback means the lecturer gives correction by using the written form. based on the result, the researchers found that the students prefer oral feedback because it allows them to be more communicative with the lecturer in discussing their mistakes in speaking. oral feedback allows the interaction between the students and the lecturer to be more communicative because the students may ask a question during the lecture and give feedback on the students’ speaking ability. in this interaction, the students can confirm and clarify their mistakes in speaking and ask for the things that are unclear to the students. while in written feedback the students only can read and receive the lecturer’s feedback without any direct interaction. in online learning, the lecturers have to be creative in making class situations and make the students more motivated in joining the class. since the covid-19 pandemic, online learning can be run in synchronous and asynchronous learning. although the class has to run in online learning, both the students and the lecturers also have to be creative to do effective learning. in synchronous learning, the lecturer usually gives feedback orally jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 222 when the meeting through video conference. while in asynchronous learning, the lecturer usually uses audio recording and it also can be accessed whenever the students want. sometimes, the lecturer also gives feedback in written form, but mostly the feedback is given in the oral form. according to the questionnaire and interview, the researchers found that the lecturer’s feedback can be used as a reference for the students in revising their mistakes in practicing speaking. in addition, the students also mentioned that the lecturer’s feedback can be used as motivation for the students to be better at practicing speaking english. the research’s result supports lewis (2002) that stated that the purposes of feedback are to provide information for lecturers and students, provides students with learning advice, provide students with language input, give motivation to the students, and lead students toward autonomy. considering the type of feedback, the lecturer more often used direct feedback. according to ferris (2002), direct feedback refers to correction in the linguistic form in direct feedback the teacher gives correction clearly without any clue. in this research, the researchers found that the lecturer gives direct feedback when the learning process was running through video conferences such as zoom meetings. it helps the students because it allows the students to clarify the lecturer’s feedback and avoid misunderstandings between the lecturer and the students. on the other hand, the lecturer also gave indirect feedback through audio or video recording that consist of the lecturer’s feedback which is can be accessed by the students not only when the learning process was running. the indirect feedback also can be in written form that the lecturer gave after the students’ performance. in conclusion, the students have a positive perception of the lecturer’s feedback on the students’ speaking ability. based on the data from the questionnaire and interview, the researchers found that the lecturer’s feedback is important for the students especially in correcting their way of speaking english. the lecturer gives detailed feedback on grammar, pronunciation, and non-verbal communication which makes the students easier to remember their mistakes in speaking and makes them easy to revise their mistakes speaking. the feedback from the lecturer is also easy to understand by the students. the lecturer also tells the students’ mistakes, for example, if the student is wrong to pronounce the word “mouth”, then the lecturer tells the student how to pronounce “mouth” correctly. in online learning, the lecturer gives feedback by using audio feedback, and sometimes the jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 223 lecturer gives feedback synchronously on a video conference platform when the class is running. sometimes the lecturer also gives feedback by audio recording, then the lecturer gives the link of the audio recording to the students so they can access it whenever they want. the students prefer direct feedback from the lecturer because they can easy to understand where the mistakes they made. instead of written feedback, the students prefer oral feedback because it seems more communicative and easier to understand. conclusions based on the research that has been conducted, the result of the research was the students have a positive perception of the lecturer’s feedback on the students’ speaking ability. it can be seen in the grand mean score of 3.65, which means this research has a positive perception. this research also proves that the lecturer’s feedback is important for the students because it helps the students in correcting their mistakes in practicing speaking english. in addition, the lecturer’s feedback also can motivate the students to practice speaking english better than before. according to this research, the researchers also found that the students prefer direct feedback from their lecturer because it is more communicative and make them easier to understand the lecturer’s feedback. the lecturer also has been creative in giving feedback during an online class. in addition, some interviewees mentioned that the lecturer used audio recording or gave direct feedback during the meeting through video conference. references agarwal, s., & kaushik, j. s. 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(2017). the design and use of speaking assesment rubrics. journal of education and practice, 8(32), 135–141. microsoft word 1 dang arif jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 197 https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 received accepted published july 15 th 2022 august 28 th 2022 september 14 th 2022 optimizing students’ self regulated learning through english pronunciation application in learning pronunciation during pandemic era didih faridah* didihfaridah@gmail.com program studi pendidikan bahasa inggris, fkip, universitas galuh, ciamis, indonesia lilies youlia friatin liliesyouliafriatin@gmail.com program studi pendidikan bahasa inggris, fkip, universitas galuh, ciamis, indonesia dedeh rohayati dedehrohayati2021@unigal.ac.id program studi pendidikan bahasa inggris, fkip, universitas galuh, ciamis, indonesia abstract the use of mobile technology, especially mall (mobile assisted language learning) grows popularly in pandemic era. most of teacher use it to help students while they are learning at home. this study is aimed at interpreting students' perceptions towards the use of english pronunciation application on students’ self-regulated learning and investigating the use of english pronunciation application in optimizing their selfregulated learning in learning pronunciation. researchers applied a qualitative case study as the research design of this study. the data were collected through questionnaires and interviews. this research involved 25 students of the freshman of english education program in a private university in ciamis. the result shows that the students respond positively on the use of english pronunciation application in learning pronunciation since it helped them in overcoming their problems in learning pronunciation, especially in pandemic era where they situated to learn at home. the results also indicate that the use of english pronunciation application in learning pronunciation is effective to optimize students’ self-regulated learning. keywords: self-regulated learning, english pronunciation application, pronunciation mailto:didihfaridah@gmail.com jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 198 introduction nowadays, corona virus disease 2019 (covid-19) pandemic has been popular around the world. it is really dangerous for human health and it gives a big effect to all sectors including health, economic, social, lifestyle and education. according to telli, yamamoto and altun (2020), education is the second sector which most affected by covid-19 after the health sector. in academic world, this pandemic has forced the global academic community to look for new ways of carrying out the teaching and learning process, including distance and online education to minimize the spread of the corona virus. this extremely challenging for both students and educators, who must deal with the emotional, physical and economic difficulties posed by the illness. many countries have decided to close schools, colleges, and universities as a precaution measure to its spread and they encourage online learning (in networks) for students. in this pandemic era, we demand to do the independent learning, because we have no face to face meeting. this relates to this present situation haryanti et. al., (2022). in order to solve this problem, now teachers teach their students online utilize some application to help their students to support their learning. for efl learner and teacher this situation become more challenging, especially in learning pronunciation. learning pronunciation is the complex one and need explicit help from the teacher. even, adult learners believe that pronunciation is the difficult aspect of english to achieve (morley 1994; fraser 2000). learning pronunciation need more practice and correction from the teacher. producing the correct pronunciation is frequently regarded as the most difficult and complex skill for new english language learner. however, these current situation force students to doing the learning process at home and practice more by self because of limited time in online class. hence, the teachers have to find out the appropriate tools to help and guide their students to learn more by outside the classroom. related to this problem, teachers extend to apply the modern learning concept such a self-regulated learning strategy to their students as the solution of limited time in teaching and learning pronunciation in online class. self-regulated learning is a learning strategy jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 199 that is able to make students independent in learning and increase their academic achievement. self-regulated learner has the ability to set strategies in receiving learning material. the concept of self-regulation come up from albert banduras seminal theory of selfefficacy, then he incorporated his theory into social cognition theory (zimmerman & schunk, 2003). bandura found that children who has a greater self-regulation were able to learn more, which in turn enhanced their sense of self-efficacy. in social cognitive theory, self-regulated actions are developed and initiated as the product of three cognitive sub functions: self-observation, self-judgment or self-evaluation, and self-reaction (bandura, 1986). there are three phases the process of self-regulation which consists: forethought, performance, and self-reflection (zimmerman, 2000). the forethought phase includes processes and beliefs that precede the attempt to learn, such as motivation, self-efficacy, goal-setting, and planning. therefore, in this era, teachers had tried to apply technology in teaching and learning pronunciation through many useful tools, to help students in their barriers. as evidence, mccrocklin (2014) conducted a study on improving students' pronunciation skills by applying pronunciation learning based on sound detection technology and the conclusion of the research when learning is integrated with technology, can help students feel more independent, especially in terms of pronunciation. technology opens up various potentials for language learning. moreover, technology has great educational potentials for language learning (thorne et al., 2009; zhao & lai, 2007). one of the most popular technology in this current situation is the application of mall (mobile-assisted language learning), especially for using some proper application in smartphone for their students to improve their ability in pronunciation. there are so many kind of application that can be used in learning pronunciation, for instance using english pronunciation application. english pronunciation application is an application to help learners with their barriers in learning pronunciation especially for beginners who have difficulties on how to pronounce word properly and how to distinguish the various english sounds. with this jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 200 applications students can learn freely by themselves without limitation time or space in this pandemic era. as gredds (2007) states that mobile learning means learning anywhere and anytime. it becomes the solution for teachers and learners who didn’t have much time in online class. the researchers found several previous studies which are relevant with this topic. the first study about “the effect of implementing mall applications on learning pronunciation of english by efl learners at najran university” which conducted by abduh (2019). the second study is entitled “the challenges of using e-learning in social studies lesson in the covid-19 pandemic time” by ramadhan (2020). the last is “selfregulated out-of-class language learning with technology” by lai and gu (2011). among three previous studies related with present study discussed about students’ self-regulated leaning and the application of technology in elt in pandemic era. however, those researchers did not focus on the use of english pronunciation application in learning pronunciation to optimize students’ self-regulated learning in pandemic era. thus, the researchers tried to investigate the use of english pronunciation application in optimizing students’ selfregulated learning in learning pronunciation which elaborate in this paper entitled “optimizing students’ self-regulated learning through english pronunciation application in learning pronunciation during pandemic era” (a case study to the freshman of english education program in private university in ciamis). furthermore, there are two research questions dealing with this study. they are: 1) what are the students' perceptions towards the use of english pronunciation application on their self-regulated learning in learning pronunciation? 2) how does the use of english pronunciation application in optimizing their self-regulated learning in learning pronunciation? university level emphasizes the learning process with student centered learning approach which the teacher as instructor just provide students with academic advices and theoretical knowledge. so the students more active in learning, especially in learning english to attain their achievement. efl students need to spend more time to keep themselves in english environment. self-regulated learning approach deals with the jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 201 purpose of higher education (weihua, 2011). college students have enough of free time to learn english by themselves. by adopting this approach, students can control their studying plan and improve their skill. this pandemic era demands teachers to expand the use of mobile technology for their students to support learning process in pandemic era. hence, mall can be used to motivate and engage english language learners to develop their literacy and language skills by themselves (traore & kyei-blankson, 2011). mobile applications have greatly impacted students’ learning, and the technology is integrated effectively and appropriately that these learning practices will enforce students’ learning motivation and autonomy (soong, 2012). mobile devices support students in gaining autonomy and independence to expand the academic day beyond the time, place, and pace in which learning can occur (beecher & williams, 2012). mobile application also can promote students’ self-regulated learning. self-regulated learning is the process for learners take the initiative to regulate the cognition, emotion and behavior in order to achieve learning goals, which including elements of cognitive, behavioral and motivation in three areas (zimmerman, 1990). moreover, zimmerman and schunk (2008) defined self-regulated learning (srl) as feelings, actions and thoughts that are self-generated and directed regularly toward the achievement of students' goals. addition, self-regulated learning refers to learning that occur when individuals are metacognitive, motivational, and behaviorally active participants in their own learning process (zimmerman, 1989, p. 329). furthermore, boekaerts (1999) argues that selfregulated learning is a powerful construct which allows to describe various components that are part of successful learning. in conclusion, self-regulated learning is learner will free to decide what, when, where and how to learn. english pronunciation application is the application which created and developed by yobimi group which provided to help learners who have difficulties or questions on how to pronounce words properly and how to distinguish the various english sounds. the english pronunciation application presents for android user with some features, levels and pronunciation tips. this app also supports by british and american accent, so the user can jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 202 listen and practice both accents. through this app, learner will have a great time to learn about english phonetics and sounds and also practice pronunciation skills by word or sentences together with listening and speaking skills without consider limited of time or space. in a basic level, the feature consists of vowel sounds, diphthong sounds and consonant sounds. when the application is started, the student is presented with a familiar everyday picture which has a suitable sound with the certain sound in this application, such as animal, food and things around us. in this level the learners are able to tap to hear a sounds or tap and hold to practice the sounds. besides, this basic lesson also provided with words, phrases and sentences, which in each types it is supports by british and american accent, so the learner can listen and practice both accents in words, phrases and sentences. moreover, this basic level also provided with rating to check our pronunciation as the feedback. when we tap to record and we pronounce the word, phrase or sentence, there will appear how high and low our rating is. the rating consists of 1-5 star, 1 is low and 5 is excellent or perfect. through this rate we will know the quality of our pronunciation, whether it has correct or still mispronounce. if our rating is still low, we can replay and replay to get a high rating, which shows that our pronunciation has correct. in this level, besides we are able to pronounce english and voice recording and compare it we can also practice some pronunciation exercise including listening and writing word, writing english phonetic, and writing english word with phonetic. furthermore, in an advanced level consist of linking word, stress intonation. in each part there is a brief information and description about linking word, stress and intonation. in this level could find a definition, types, and some example. so learner can read and learn the material related to linking word, stress and intonation and also they can tap to listen and practice through some example which provided. the last feature is pronunciation tips. this feature consists of silent letters, homophones and homographs, pronounce specific word, pronounce specific spelling to sound, pronounce specific practice topic and other lessons such a nasal and glottal. in pronunciation tips also complete with example and exercise. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 203 pronunciation can be defined as the production of important sound in two senses. first, sound is important because it is used as part of a code of particular language. second, sound is important because it is used to achieve meaning in context of use (dalton & seidlhofer, 1994, p. 3). as stated by richards, platt, & weber (1992) that “pronunciation is the way sounds are comprehending by the hearer”. according to kristina, diah, et al (2012, p. 12), pronunciation is the act or manner of pronouncing words; utterance of speech. in other words, it can also be said that it is a way of speaking a word, especially a way that is accepted or generally understood. furthermore, kelly (2014) stated that “pronunciation is the ability to use the correct stress, rhythm, and intonation of a word in a spoken language”. from those definitions, it can be concluded that pronunciation is the sound which produced to generate a meaning between the speaker and listener. method in this present study, the researchers employed qualitative research design by implementing case study upon the participants. qualitative research is a systematic scientific inquiry that seeks to build holistic, largely narrative, descriptions to inform researchers of understanding of social or cultural phenomena. it is also defined as an approach to explore and understand the meaning of individuals or groups relating to social or human problems. case study used to demonstrate an entity that forms a single unit such as a person, an organization or an institution. this study was conducted to the freshman of english education program in private university in ciamis, especially students who are taking pronunciation subject utilizing english pronunciation application in pandemic era. the researchers select a particular class as participants, it is class a and b for a total 25 students. findings and discussion based on the result of questionnaire we have previously distributed, we tried to find out students' perceptions towards the use of english pronunciation application on students’ jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 204 self-regulated learning in learning pronunciation. to report the result of the study, the researchers analyzed and obtained data from the students’ answers to the close-ended questionnaire items. the responses of the students are as follows: table 1. the students’ responses to the close-ended questionnaire no statement answer sa a n d sd students’ problems in learning pronunciation 1 i think learning pronunciation is difficult 2 i feel less confident with my pronunciation when i have to talk to other people 8% 68% 20% 4% 0% 3 i cannot practice more my pronunciation in pronunciation class because of limited time 8% 64% 20% 8% 0% 4 i need to hear a native speaker to know how to pronounce a word correctly 24% 60% 12% 4% 0% students’ interest in learning pronunciation through mobile based application 5 i prefer learn and practice my english pronunciation on my own through mobile application than in the classroom 4% 40% 44% 12% 0% students' self-regulated learning in learning pronunciation 6 learning pronunciation through mobile based application make me more self-regulated 4% 56% 40% 0% 0% 7 i use english pronunciation application in learning pronunciation out of classroom 4% 48% 40% 8% 0% students’ viewpoint to the implementation of english pronunciation application in learning pronunciation jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 205 8 i enjoy learning and practicing my pronunciation through english pronunciation application 12% 48% 28% 12% 0% 9 i often use english pronunciation for practicing my pronunciation 8% 56% 36% 0% 0% 10 using english pronunciation make me more motivated in learning pronunciation 12% 68% 16% 0% 4% 11 english pronunciation helps me to overcome the problems and difficulties in learning pronunciation 32% 60% 8% 0% 0% 12 it is effective to use english pronunciation in learning pronunciation 32% 56% 8% 4% 0% 13 i can improve my pronunciation skill with practicing my pronunciation using english pronunciation 28% 52% 20% 0% 0% 14 i feel better and confidence when i should practice my pronunciation in the classroom since i’ve practice at the previous using english pronunciation 16% 52% 32% 0% 0% 15 english pronunciation is the appropriate tool to support the english language learner in learning pronunciation and promote students’ self-regulated learning 28% 56% 12% 0% 4% based on the result of the data analysis from the questionnaire response that was presented in the table previously, it can be assumed that most of respondents answered agree and showed the positive response to all statements. it means that they have used english pronunciation application in learning pronunciation. the researchers found that students have various perspective and experience in learning pronunciation and utilizing english pronunciation application in learning pronunciation. the researchers classified the result of questionnaire into four point. the first is students’ problems in learning pronunciation. this point refers to the statements number 1 to 4. the result revealed that jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 206 some of them find that learning pronunciation is not difficult, although the other students feel uncertain with their answer. instead some of them also find that is difficult. so, the researchers conclude that sometimes they have difficulties and sometimes no. moreover, there are some problems faced by students in learning pronunciation. one of the big problem is they were less confident while speak english because they are not sure to their pronunciation. this is crucial for the efl learners, because if they were not confident to their pronunciation, it will give a bad influence to their speaking quality. the second problem is they cannot practice more their pronunciation in the classroom because of limited time, place and space in online class. whereas the pronunciation is one of the most challenging subject for students, unfortunately there is no enough time for learning and practicing pronunciation deeply. the next problem is the students’ need to hear a native speaker to know how to pronounce a word correctly. although they taught by the lecturer with good pronunciation, but they also need a native speaker to support and make sure their pronunciation. the second point is about students’ interest in learning pronunciation through mobile based application. this point is found in statement number 5. the data showed that the students prefer learn and practice their pronunciation by themselves through mobile application, although some of them look uncertain because they need both lecturer and the application, and a little number of the students prefer learn and practice their pronunciation with the lecturer. from this data, the researchers concluded that some of students feel enjoyed their own learning through mobile application and the others feel bored to learning by themselves or they still reliant to the teacher. the third point cover the statements number 6 and 7 about students’ self-regulated learning in learning pronunciation. from the data, the researchers found that most of the students used english pronunciation application in learning pronunciation out the classroom especially in pandemic era and they noted that learning pronunciation through english pronunciation application make them more self-regulated. the last point is about students’ viewpoint to the implementation of english jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 207 pronunciation application in learning pronunciation refer to the statements number 8 to 15. the data revealed that the students often use english pronunciation application because they feel enjoy, motivated to learn, more confidence and make them more self-regulated. they also argued that this application is effective to support their learning because it can help the students to overcome their problem in learning pronunciation in pandemic era. they also argued that this application is effective to support their learning because it can help the students to overcome their problem in learning pronunciation in pandemic era. moreover, they stated that english pronunciation application is the appropriate tool to improve their pronunciation skills. secondly, the researchers discussed the result of the research based on the data from the interview. this finding of interview was aimed to discover the use of english pronunciation application in optimizing their self-regulated learning in learning pronunciation. students have a various problems or difficulties that faced in learning pronunciation. based on their experience, they need example on how to pronounce the words and to correct their pronunciation. besides, they also difficult to pronounce a new words or strange words and how to differ british and american accents. hence, they use english pronunciation application out of classroom due to pandemic to help their barriers in learning pronunciation. they enjoy their learning through this application because they can learn, practice and check how good their pronunciation is. they also can learn and practice anywhere and anytime as much as their needed without limited time and space. this application also makes them easier to manage their learning by themselves, so they can be more self-regulated learner. moreover, the english pronunciation applications’ rating also affect their enjoyment in learning pronunciation. they stated that they will keep trying when got the low rating. it means that the rating of this application gives the influence for their motivation in learning pronunciation. in addition, most of the students stated that the implementation of english pronunciation application in learning pronunciation is a good way to support their learning, jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 208 it also really useful, especially for the teacher and the student. for the teacher or the lecturer, it helps them for teaching pronunciation in this hard situation because pandemic force to avoid face to face meeting, while for the students it helps them because learning and practicing their pronunciation can be easier, even in pandemic they have less attention in correction/feedback of their pronunciation from the lecturer. therefore, technology is a tool that can promote autonomy by enabling experimentation through self-access work outside of class while also providing immediate feedback to learners. mobile apps, a new technology, have greatly impacted students’ learning, and the technology is integrated effectively and appropriately that these learning practices will enforce students’ learning motivation and autonomy (soong, 2012). mobile devices support students in gaining autonomy and independence to expand the academic day beyond the time, place, and pace in which learning can occur (beecher & williams, 2012). hence, the english pronunciation application is an appropriate tool to support students in learning and practicing their pronunciation in pandemic era. this application also makes their learning easier, it can help them to overcome the problems in learning pronunciation, make them more self-regulated learner, and improve their pronunciation skills. conclusions referring to the research question of the present study, it concludes that the use of english pronunciation application in learning pronunciation can helps the students to overcome their problems in learning pronunciation especially in pandemic era, makes them more motivated in learning pronunciation, makes them more self-regulated learner, feel better and confident while practicing their pronunciation and can improve their pronunciation skills. they also assumed that feedback which provided in english pronunciation application gives the big effect to their motivation and their self-regulated learning. it can appreciate their self while got the highest score/good feedback, and will motivate them while they got the low score/bad feedback, which makes them wants to jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 209 learn and practice more, without forced by anyone. in conclusion, the result indicate that the students have a positive respond on the use of english pronunciation application in learning pronunciation since english pronunciation application allows students to learn by themselves in pandemic era, it also make students easier in learning pronunciation. moreover, this application is effective to optimize students’ self-regulated learning in learning pronunciation. references abduh, m. y. m. (2019). the effect of implementing mall applications on learning pronunciation of english by efl learners at najran university. international journal of linguistics, 11(6), 29. abidah, a., hidaayatullaah, h. n., simamora, r. m., fehabutar, d., & mutakinati, l. (2020). the impact of covid-19 to indonesian education and its relation to the philosophy of “merdeka belajar”. studies in philosophy of science and education, 1(1), 38-49. astalin, p.k (2013). qualitative research designs: a conceptual framework. international journal of social science & interdisciplinary research, 2 (1). india. cerezo, r., calderón, v., & romero, c. (2019). a holographic mobile-based application for practicing pronunciation of basic english vocabulary for spanish speaking children. international journal of human-computer studies, 124, 13-25. cresswell, j., w. (2014). research design: qualitative, quantitative, and mixed method approaches. (4th ed). thousand oaks: sage publications, inc. creswell, j., w. (2012). educational research planning, conducting and evaluating quantitative and qualitative research. (4th ed). boston: pearson education. hidayatullah, m. s. (2018). improving students'pronunciation through western movie media. al-lisan: jurnal bahasa (ejournal), 3(1), 93111. haryanti , d., febriani, r. b., & faridah, d. (2022). promoting students’ autonomous learning through english pronunciation application in learning pronunciation. jall, 131-148. hebebci, m. t., bertiz, y., & alan, s. (2020). investigation of views of students and jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 210 teachers on distance education practices during the coronavirus (covid-19) pandemic. international journal of technology in education and science (ijtes), 4(4), 267-282. herwin, j., senen, a., & wuryandani, w. (2020). the evaluation of learning services during the covid-19 pandemic. universal journal of educational research, 5926-5933. islam, m. n. (2011). independent english learning through the internet. journal of language teaching & research, 2(5). joshi, a., vinay, m., & bhaskar, p. (2020). impact of coronavirus pandemic on the indian education sector: perspectives of teachers on online teaching and assessments. interactive technology and smart education. kartika, h. d. (2015). a learner’s self-regulated learning in writing. ijee (indonesian journal of english education), 2(2), 120-131. lai, c., & gu, m. (2011). self-regulated out-of-class language learning with technology. computer assisted language learning, 24(4), 317-335. liu, q., & he, x. (2015). using mobile apps to facilitate english learning for college students in china (bachelor’s thesis). university of boras, school of business and it, sweden. macklem, g. l. (2015). boredom in the classroom: addressing student motivation, selfregulation, and engagement in learning (vol. 1). springer. nejabati, n. 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(2016). english pronunciation instruction: a literature review. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 211 international journal of research in english education, 1(1), 1-6. ramadhan, r. n., & marwantika, s. a. the challenges of using elearning in social studies lesson in the covid-19 pandemic time. new paradigm of social studies, 84. tabassum, m., mannan, s. e., parvej, m. i., & ahmed, f. (2021). online education during covid-19 in bangladesh: university teachers’ perspective. aquademia, 5(1), ep21005. yoshida, m. t. (2018) choosing technology tools to meet pronunciation teaching and learning goals. the catesol journal. wang, c., schwab, g., fenn, p., & chang, m. (2013). self-efficacy and selfregulated learning strategies for english language learners: comparison between chinese and german college students. journal of educational and developmental psychology, 3(1), 173. zhao, w. (2016). academic english teaching for postgraduates based on self-regulated learning environment: a case study of academic reading course. english language teaching, 9(5), 214-224. https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 227 the use of audio trimmer as an online application to improve students' ability in english listening class rina herlina* rherlina85@yahoo.co.id universitas galuh etika rachmawati universitas galuh bambang ruby sugiarto universitas galuh abstract this study focuses on the use of an online application-based audio trimmer in learning listening in the english study program. the aim is to find out how the lecturer applies this audio trimmer application to listening class and to find out the level of student satisfaction with the use of audio trimmer in listening learning. this research is qualitatively designed with a case study approach with the research subject being all students from two listening classes, namely extensive listening and academic listening, and the data collection was obtained from student questionnaires in the form of a likert scale questionnaire in the form of ten statements, class observation, and documentation of student achievements in listening courses. then the research analysis includes data reduction, data display, and data verification. there are two findings from this study. first, the audio trimmer is used in listening courses at the whilst-activity and post-activity stages. second, the student's perception shows that the audio trimmer is very supportive of listening learning. in conclusion, the audio trimmer in learning listening is very useful and of course highly recommended for english learners who will listen to english audio. keywords: audio trimmer, online application, listening introduction listening is one of the english basic skills which is very important for students to be mastered. if students have mastered listening, then these abilities can be transmitted to the mastery of other language skills such as speaking, reading, writing, pronunciation, and others. but in reality, all language skills do contribute to each other (walker, n, 2014). according to ramli (2018), listening is the main tool for absorbing incoming ideas and information. in addition, gilbert (1988) argues that students from kindergarten to high received accepted published august 21 st 2022 august 28 th 2022 september 14 th 2022 https://jurnal.unigal.ac.id/index.php/jall/index mailto:rherlina85@yahoo.co.id jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 228 school are expected to practice listening frequently every day. fatika & rahayu (2021) concluded that both inside and outside the classroom, listening in everyday communication is most often used than other forms of verbal communication. listening is the main activity of students at all levels of educational development (coskun, a., 2010). listening is the most frequently used language skill in the classroom (kadaryanto, b., aryanti, c.j., 2011). during the listening process, various factors can affect the ability of the listening learner. among them are general factors and specific factors (hayati, 2010; flowerdew and miller, 1992). several factors that have become the focus of research include speech speed (gilakjani & sabouri, 2016), phonological features, and background knowledge (long, 1990). all of these factors range from text structure and syntax to personal factors such as inadequate exposure to the target language, and lack of interest and motivation. brown (1995) argues that all of these problems are related to the level of cognitive demands contained in the content of the text. buck (2001) identified many difficulties that can be faced in listening such as unfamiliar vocabulary, difficult topics, fast speech rate, and unfamiliar accents. in addition, tompkins & hoskisson (1991) in nurani, nugraha, and sidik (2018) explained that listening is a process of receiving, understanding, and assigning meaning. listening is not the same as listening. in the process of listening, a person receives the message uttered by the speaker but he may not understand or catch the meaning uttered. in the process of listening, there is a voluntary effort made by someone to understand and interpret the speaker’s message. listening also gives correlation to another language skill that is speaking and it makes rather than important (sartika, tahrun, & hatim , 2022). in english education program, the listening class is one of four basic language proficiency courses that students must contract in the early semesters. intensive listening in the first semester, extensive listening in the second semester, critical listening in the third semester, and academic listening in the fourth semester. listening most of all is very essential to improve students’ ability in toefl listening. the difficulty level of each stage of listening is different, ranging from intensive listening which only focuses on listening to basic english conversations, for example on how to say hello, ask for addresses, how to apologize, and how to ask and express opinions. extensive listening revolves around listening to longer narratives such as listening to speeches or news in english, critical listening revolves around listening to english conversations, discussions, or seminars, and academic listening revolves around listening to listening questions for toeic and toefl jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 229 which have the highest difficulty level. however, even though the level of difficulty of each listening is gradual, students still think that everything is equally difficult so it has an impact on the final result of the achievement of the listening course. 80% of the final score in listening is a score below 50. even to get a b score, it must be accumulated with attendance and assignments. their complaint is the same. when they listen to english, they said it is too fast. even though the english audio provided is a really normal and reasonable speed. maybe just because english is a foreign language and they rarely practice listening to it. based on each of these levels of difficulty, of course, listening teaching media are needed that are able to make it easier for students to listen to english to a higher level of difficulty or a certain level of speed. online application-based audio trimmer is the answer to students' problems in listening to english because the application has a working method that can analyze any difficult english talk, so students will be very easy to analyze english audio conversations because the way the application works is to slow down audio to the lowest stage, which is level 1 out of 100. the online application-based audio trimmer has been applied to listening lectures for the last two semesters. students will use the application when they listen to words or phrases that are difficult to understand. the indicators of success are clear. students no longer bother with english words that are difficult to understand. judging from their listening achievement, it is also significant because there is no need to add assignments and attendance scores to achieve a b or a score. because this study discusses listening teaching techniques using an online application-based audio trimmer, the case study is the right research design considering case study is a research design to uncover a cause or event that is considered phenomenal. one of the related studies is saraswaty (2018) who is one of the previous listening researchers who presented the results of his research in a journal entitled "learners' difficulties and strategies in listening comprehension". the results of the study stated that there were many problems faced by students in listening to english audio, so several strategies were needed in teaching listening, including using media from youtube". instead, this research focuses on using an online application in the form of audio trimmer to help students listen to english audio. based on the explanation above, the research questions are as follows: how does the lecturer use online application media in the form of audio trimmer in teaching listening courses? and how do students respond to the use of online application-based audio trimmers in listening courses? jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 230 method the design chosen in this study is a case study under the consideration that the use of an online application-based audio trimmer has been applied to the listening course for the last two semesters. sugiyono (2013) argues that research using case studies or single case design is a case study research that emphasizes research only on a single case unit. the researchers focuse on one particular object and studies it as a case. the research participant of this research is all english students who took listening class. for the even semester of the 2021/2022 academic year, there are two listening classes. they are extensive listening and academic listening. so that the research subjects will be taken from all students from both classes. data collection was obtained from class observations, questionnaires, interviews, and documentation. findings and discussion the lecturer's strategy in using online application media in the listening course is audio trimmer. audio trimmer application is used in listening courses because the way native english speakers speak english will be very confusing for students because english is still a foreign language in indonesia and also because students are rarely taught listening material in their schools. the main point is they lack english listening practice. audio trimmer in listening courses is usually used at the whilst activity stage or at the main activity and only occasionally at the post-activity stage, namely the end of the learning activity. at the pre-activity stage, the audio trimmer application is never used because usually at the beginning of the learning activity it will be filled with greetings and prayers before starting learning activities and preparing listening material along with supporting listening materials as shown in the following table; table 1. observation checklist activity pre activity whilst activity post activity greeting and praying before starting learning activities. preparing listening material along with supporting equipment for listening learning consisting of; audio trimmer, listening material, sound system, wifi, and laptop. (only available in the language lab). lecturer’s preface before beginning the session. starting listening to the audio . v v v v jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 231 discussion about vocabulary, grammar, and how to pronounce english words while using the audio trimmer again. conclusion assignment v v v based on research data on the observation checklist, listening course students were given listening materials from websites and youtube which certainly had no translated text, so students were required to understand audio listening in various ways. however, the lecturer offers a tool to make it easier for students to understand audio listening in the form of an audio trimmer. the way the audio trimmer works is to slow down the audio to a level of slowness that can make students clearly listen to the audio listening. from the beginning of the session, the lecturer asked students to observe the audio trimmer application including how to operate it so that they understand and are accustomed to using the application so that listening does not experience any problems. the interview result with the listening course lecturer showed that the lecturer's explanation of how to use an audio trimmer in listening courses is the same as the observation checklist data. the following are the answers of the listening course lecturer to the three questions posed in the interview; first question; how do you use audio trimmer in listening? before answering how i use the audio trimmer application. let me state the reason why i chose the audio trimmer as support for listening to lectures. first, audio trimmer is an application that i obtained through a website that can make it easier for english learners to listen to native english speakers, no matter how difficult the speech sounds. second, the way of operation is online and tends to be easy and can be used by anyone, that is, just click on the audio trimmer website and upload audio that contains parts of words that are difficult to understand and want to slow down. after that, it remains only to justify the level of the audio slowness until the clarity of the words is obtained. therefore, i will always instruct all listening students from intensive listening, extensive listening, critical listening, and academic listening to always use the audio trimmer website application if they have difficulty to understand native english speakers. the way i give listening lectures using an audio trimmer is simple, namely in the whilst activity stage, which is at the core of the lecture. when students faced quizzes related to information from native speakers in audio, they automatically operate the audio trimmer or the lecturer opens the audio trimmer application on the laptop to check together english words that are biased or poorly understood. audio trimmer is also often jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 232 used in post-activity to confirm students' understanding of unfamiliar and confusing english words. second question; are there any significant problems that you have encountered in listening courses using an audio trimmer? if so, what is the solution? the problems encountered related to the use of the audio trimmer were not too significant, only technical problems, namely the availability of wifi or limited internet quota which suddenly ran out, because to open the audio trimmer an internet network was needed considering that the audio trimmer could not be downloaded and the operation had to be online. the solution is also simple, namely that there is enough internet quota available or makes sure the wifi is also safe. in essence, the problems encountered are usually technical problems. third question; what is your expectation of this application? of course, my hope in the future regarding the use of audio trimmers in listening courses is that it will be easier to access, for example, available on the play store so that it can be downloaded and can be operated offline. the next hope is that the audio trimmer can be widely accepted by english language learners, not only in the english education study program but also in schools. based on the explanation of the observation checklist and the interview with the listening course lecturer, the findings of the number one research question, namely the audio trimmer, are used in listening lectures at the whilst-activity stage and occasionally at the post-activity stage. however, earlier in the lecture, students were warned to use an audio trimmer as one of the applications accessed from the website. student perceptions of the use of an online application-based audio trimmer in the listening course. based on the results of student questionnaires related to the use of audio trimmers processed through spss, a list of likert scale statements and their calculations can be seen as follows: table 2. likert scale questionnaire jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 233 table 2 is a likert scale questionnaire consisting of five statement items. then, the process of calculating the percentage of the questionnaire is obtained through the spss application which results in the analysis of the frequency distribution data as follows; table 3. the analysis of the frequency distribution of every item item answer score frequency % 1 agree 4 3 7,5 strongly agree 5 37 92,5 2 agree 4 33 82.5 strongly agree 5 7 17,5 3 agree 4 28 70 strongly agree 5 12 30 4 no idea 3 2 5 agree 4 5 12.5 strongly agree 5 33 82.5 5 no idea 3 1 2.5 agree 4 32 80 strongly agree 5 77 17.5 item no. 1 contained 7.5% who 'agree’ and 92.5% who answered strongly agree with the statement that the use of audio trimmer helps me to improve my listening skills. item no. 2 contained 82.5% who answered ‘agree’ with the statement that the use of an audio trimmer increases my confidence in listening courses. no audio trimmer helps me to… strongly disagree disagree no idea agree strongly agree 1 increase my listening ability 2 increase my self-confidence in the listening course 3 my motivation in learning becomes more intensive and better 4 able to listen to native speaker talk even at maximum speed 5 able to understand other subjects such as speaking, pronunciation, grammar, and english vocabulary because they get a lot of input from the listening process jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 234 item no. 3 there are 70% who agree who answered agree with the statement that the use of audio trimmer increases their motivation to learn listening more intensively item no 4 contained 12.5% who agree and 82.5% who strongly agree with the statement that the use of an audio trimmer is able to listen to native speaker conversations even with the maximum speed level. in item no 5 there are 80% who agree and 18.5% who strongly agree with the statement that the use of audio trimmer helps them to be able to understand other subjects such as speaking, pronunciation, grammar, and english vocabulary because they get a lot of input from the listening process. based on the description of the likert scale questionnaire in table 3, the findings for the second research question show that students' perceptions of the use of audio trimmers in listening implicate that audio trimmer helped students understand the utterances of native speakers or native english speakers. therefore, they strongly agree with the audio trimmer to support listening courses. through triangulation checks to analyze research data, two findings from this study have been produced. the first finding is that the audio trimmer is used in listening class at the whilst-activity stage and occasionally at the post-activity stage. this is in line with the research results of jin-sung kim and mun-koo kang (2015) in their journal entitled 'the effects of improvement listening skill of middle school students through english pop songs' stating that teaching english listening skills, especially pop songs english has been considered a very popular and effective way and listening practice patterns associated with songs can be very helpful. english pop songs can help students feel more confident and enjoy learning english at home as well as in the classroom. the result of the study showed that british pop songs increased their interest and motivation, which was found to be about twice as high a score after 10 months. the difference with this research is in the listening media. kim & kang's research uses english pop songs as the media, while this study uses audio trimmer media based on online applications. because audio trimmers and english pop songs are tools to support success in listening learning, the two tools are the similarities to this listening research. the second finding is the result of a questionnaire based on the perceptions of students who strongly agree with audio trimmer as a supporting medium for listening courses. this research is also in line with the results of research by saraswaty (2018) who is one of the previous listening researchers who presented the results of his research in a jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 235 journal entitled "learners' difficulties and strategies in listening comprehension". the results of the study stated that there were many problems faced by students in listening to english audio, so several strategies were needed in teaching listening, including using media from youtube". youtube media with the use of online applications in the form of audio trimmer are both learning media that support success in learning listening to help students listen to english audio. the difference with the latest research is that saraswati focuses on listening teaching strategies, while the latest research focuses on the use of media in teaching listening. one of the theories that have been discussed previously is from buck (2001) which highlights the difficulty in listening to a fast speech rate, and foreign accents from listening or listening have been answered, namely by providing a website-based audio trimmer application as a tool to facilitate listening learners. . this has been tested and measured through observation tests, questionnaires, and interviews on listening courses with clear stages. conclusions from the results of the research through the triangulation of questionnaires, observations, and interviews, two findings have been produced. the first finding is an audio trimmer used in listening class at the whilst-activity stage and occasionally at the postactivity stage. the second finding is the result of a questionnaire based on the perceptions of students who strongly agree with audio trimmer as a supporting medium for listening courses. so, the conclusion from the whole series of this research process is that audio trimmer media really brings significant benefits in understanding the intent, message, and accent of the utterances of native english speakers which is the core of listening lectures. references asmar, y. & havid, a. 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(2018). the use of podcast to improve students ‟ listening and speaking skills for efl learners. international conference on english language teaching, 145, 189– 194. rost, m. (2002). teaching and researching listening. london: longman. saraswaty, d. r. (2018). learners’ difficulties & strategies in listening comprehension. english community journal. 2 (1): 139 – 152 sugiyono. (2013). metode penelitian pendidikan. alfabeta. bandung suryantoro, s. (2015). penggunaan audio visual untuk peningkatan keterampilan menyimak dongeng siswa smp negeri 2 pakisaji malang. jurnal inspirasi pendidikan, 5(1), 560-567. https://doi.org/10.21067/jip.v5i1.686 triyadi, s. (2015) efektivitas penggunaan media audio-visual untuk meningkatkan keterampilan menyimak siswa pada mata pelajaran pendidikan bahasa indonesia. judika(jurnal pendidikan unsika) vol 3 no. 2. walker, n. (2014). listening: the most difficult skill to teach. encuentro. 23. 167-175. https://doi.org/10.5539/elt.v9n6p123 http://dx.doi.org/10.14257/ajmahs.2015.04.33 https://doi.org/10.21067/jip.v5i1.686 https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 292 received: accepted: published: august 23 th 2022 august 28 th 2022 september 14 th 2022 a model of speaking lesson plan based contextual for primary school teacher education students dayu retno puspita* dayuretnopuspita_7317167490@mhs.unj.ac.id applied linguistic study program universitas negeri jakarta, indonesia nuruddin universitas negeri jakarta, indonesia zainal rafli universitas negeri jakarta, indonesia abstract the purpose of this paper is to provide information about contextual-based english speaking lesson planning. this research method is basically a part of the research and development (r&d) method stages. the process of developing model speaking lesson plan based contextual used an educational research and development (r&d). a number of instruments were used, i.e. interview, classroom observation, and document. this study can be useful for english lecturers and researchers as a guide to teaching speaking english using a contextual approach. this review paper delves into the body of research on the term problem of english speaking skills in primary school teacher education, lesson plans, aspects of lesson plans, activity in teaching speaking, teaching cycle, and a sample of lesson plans’ procedure using teaching speaking based on a contextual approach. the more lecturers plan, the better they will be. keywords: lesson plan, speaking, contextual approach introduction as future professional teachers, primary school teacher education students are expected to actively master english, both speaking and writing. english courses are provided to students in primary school teacher education as a provision that will be supplied in primary schools to improve their performance as future primary school teachers in teaching english. students pursuing a degree in primary school teacher education must have speaking talents in order to master the ability to communicate in spoken english. speaking is one of the most important language skills for students to have in order to communicate in the target language, which is english in this case. lecturers must comprehend students' expectations by obtaining information about particular language https://jurnal.unigal.ac.id/index.php/jall/index mailto:dayuretnopuspita_7317167490@mhs.unj.ac.id jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 293 functions that students must learn, such as objectives, desires, and defects in the teaching and learning process. according to nunan (2003), speaking produces verbal utterances to understand the meaning. teaching speaking means teaching how to use language to communicate and influence others in any situation. the purpose of teaching speaking skills is to avoid and take to message confusion due to pronunciation, grammar, or vocabulary errors. it has social and cultural rules that apply to each communication situation (burnkat, 1998). there are several activities in teaching speaking (harmer, 1991) 1) role playing, encouraging students to develop their perception, creativity and imagination; 2) problem solving activities, here the teacher gives questions to students orally or in writing. students need to complete an assignment by solving a given problem; 3) simulation, students act as if they were in real life situations; 4) speech, the teacher gives students several ways to determine the content of the conversation before they prepare a speech (murcia, 2001) 5) information gap, encouraging students to use english to share information. 6) jigsaw activity, the teacher gives different parts of the topic being studied to several groups, and they teach the topic to other members or groups; 7) discussion, the teacher arranges appropriate and interesting topics according to the level so as to make students motivated to participate in the discussion. according to wang (2014) speaking activities generally consist of four stages, namely pre-speaking, while-speaking, post-speaking, and extension practice; 1) pre-speaking stage. at this stage, students are given sufficient time to plan and the teacher provides assistance in language and knowledge. in pre-speaking, there are three ways that can be taken, namely pretask planning, pre-speaking support, and authentic input. in pre-task planning students are given sufficient time to formulate ideas that will be conveyed in the speaking process. in prespeaking support, students are given assistance in the form of vocabulary and initial information related to the topic being studied. while in authentic input, students are given examples of speaking through the use of authentic media, either visual, audio, or audiovisual, which can facilitate students in speaking activities; 2) while speaking stage. at this stage there are several activities that can be done, including speaking tasks, fluency technique, and forming automaticity. three types of speaking tasks that can develop fluency are information-gap, problem-solving, and social monologue. in the information gap, students are expected to be able to bridge the differences in the information they have, by exchanging ideas. in problem-solving, students are expected to be able to solve problems collaboratively using english, and in social monologue, students are expected to be able to speak according to certain topics. fluency technique can be used by asking students to repeat the topic that has jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 294 been discussed slowly several times, where the first activity is given longer time, compared to the next activity. in forming automaticity activities, students are required to have a lot of vocabulary related to the topic, by memorizing the vocabulary given by the teacher. through this memorization, students can automatically use these words in speaking; 3) post-speaking stage. at this stage the students' level of accuracy in speaking is emphasized through three activities, namely language focus, self-repair, and corrective feedback. language activities focus on students' ability to use language appropriately through observing the new characteristics of the target language, finding similarities or differences between the target language and the student's mother tongue, and then integrating the new language skills in using english. in self-repair activities, students are directed to analyze and evaluate themselves the results of speaking activities, both in terms of pronunciation, grammar, and vocabulary used. while in the corrective feedback stage, there are two kinds of feedback that can be used, namely, feedback from the teacher and feedback from friends, by observing the audio recording of the previous speaking activity; 4) extension practice stage. this stage is carried out by repeating the task, namely the same task or a revised task, either partially or completely, by conveying it to others or using the same material to be communicated more than once. this activity aims to develop accuracy and fluency in the use of spoken language. in order to produce enjoyable and exciting teaching, lecturers must prepare by making lesson plans as directives or roadmaps for all actions carried out by lecturers and students in class to acquire acceptable and effective abilities. planning what to do in class is a vital stage for professors since it gives pupils confidence in what their lecturers are doing (harmer, 2001). lesson plans play an important role in supporting classroom teaching and learning. the lesson plan can be defined not only in writing, but also as all preparations (harmer, 2007) systematically performed / developed by the teacher about what is discussed during the lesson (farrell, 2002). the brown (2001) lesson plan, on the other hand, is a set of activities or steps to evaluate and prepare for the next lesson. in another opinion, a lesson plan is a set of lesson plans that can instruct teachers about the materials they teach and teach them how to teach them (spratt, pulverness and williams, 2005). lesson plans are also defined as a form of collaborative practice, a school-based professional development initiative aimed at improving the teaching and learning process through a methodology for sharing professional practice (burghes, 2009). in the lesson plan, instructors are required to be creative in teaching relevant material. dick and reiser as reported in pedaria (2013) show that there are six components in a lesson plan; indicators, objectives, activities, materials, learning aids, and assessments. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 295 meanwhile, brown (2001) suggests six main elements of a lesson plan, namely: 1) objectives, 2) objectives, 3) materials and equipment, 4) procedures, 5) assessment, and 6) extracurricular activities.meanwhile, according to mulyasa (2011), the elements of a lesson plan are: 1) filling in the personality, 2) determining the necessary time allocation, 3) defining competency standards and core competencies and indicators to be used, 4) conceptualizing learning objectives, (5) definition of standard materials based on the basic materials available in the internet program, (6) determine teaching methods, (7) conceptualize teaching steps consisting of pre-teaching, while teaching, and post-teaching, (8) determining the media to be used, ( 9) create an assessment rubric. many steps will need to be included in the plan. before planning a lesson, the lecturer should: 1) read the lesson summary and lesson materials; 2) to consider the stated training adjectives; 3) think about the difficulties of students; 4) estimate the time needed for each step of your lesson; 5) the lesson contains a variety of activities (o'neill, 2011). there are several advantages to implementing a lesson plan.according to yoshida (2005), lesson plans work because they help the teacher: 1) get rid of the feeling of isolation from the teacher when teaching for the first time; 2) to help teachers evaluate and critique english teaching strategies before they are applied in the classroom; 3) give teachers a better understanding of the material, the lessons and the syllabus; 4) help teachers focus on teaching students in the classroom and how to lead the class; 5) share knowledge, experience and improve cooperation between teachers. while lewis (2013) argues that lesson plans are not only a contribution to increasing the knowledge and professionalism of teachers, but also a contribution to the development of the quality of education. a good lessonplan in line with the syllabus that successfully meets the standards of teaching and learning activities controls the success of the teaching and learning process in the classroom. according to brewster, instructors must structure lesson plans in order to achieve interesting and enjoyable learning outcomes (2013). lesson plans establish defined goals and a set of activities that result in joyful learning. it is a time-consuming process for professors to design lessons. the importance of lesson planning includes assisting lecturers in thinking through what students will achieve in the lesson, providing a framework for organizing ideas, assisting lecturers in knowing where they are going and how they are going to get there, and assisting lecturers in making the lesson more effective. contextual learning can be used to create lesson plans for improving speaking abilities. because students who are learning to talk must be able to communicate actively by using proper tone, picking the right words, and using acceptable and logical expressions. as a jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 296 result, kids can speak in ordinary situations (nunan, 2003). contextual learning encourages students to understand something by connecting their real-life concepts to the material. learning that focuses on meaningful tasks through realistic situations (savignon in hall, 2007). in learning english, the examples of sentences presented are not only sentences that are in accordance with the rules of the language but are also associated with real conditions. the seven elements of contextual teaching (johnson, 2002) are as follows: 1) constructivism, emphasizing student understanding not only based on knowledge but also from meaningful learning experiences; 2) inquiry is the process of contextual teaching and learning activities such as the process of observing, questioning, investigating, analyzing, and concluding; 3) questioning, the teacher creates a situation that makes students curious; 4) learning community, forming study groups so that students will share knowledge with each other; 5) modeling, demonstrating something that can be imitated by students; 6) reflection, asking students about the experiences they have learned; 7) authentic assessment, a form of assessment to collect information about student learning progress or learning achievement that is instructionally relevant. many previous studies have tried to design lesson plans. sugianto (2020) state that a lesson plan is one of the most important components that can help english teachers achieve the desired learning outcome. also sutrisno et al (2021) state that lesson plan still necessary to improve course learning results. alanazi et al (2019) revealed that lesson planning is still a difficult undertaking for teachers. a difficult undertaking in the teaching profession is making the transition from a student to a pre-service teacher and becoming an effective teacher. the lesson plan design is that the usage of resources and information by trainee instructors varies according to their knowledge. method this research method is basically a part of the research and development (r&d) method stages. the process of developing model speaking lesson plan based contextual used an educational research and development (r&d). borg and gall (2003) state research and development is used to design new product and procedures, that sistematically field-tested, evaluated, and refined as suitable specified criteria of effectiveness, quality, or similar standard. the activities were carried out to revisions based on the results of product trials/validation tests. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 297 findings and discussion need analysis of speaking for primary teachers’ candidates brown (1995) defined needs analysis as "the process of acquiring information as the foundation for developing a syllabus" (munby, 1981). the goal of a needs analysis is to learn more about kids' unique needs as well as their strengths and weaknesses in the classroom (cunningsworth, 1995). students' demands can be analyzed based on their learning needs, desires, and other factors that are appealing to them (nunan, 1988). according to casper (2003), needs analysis can be regarded from the perspective of student learning needs, desires, and expectations. following the completion of the needs analysis and receipt of the results, the learning program's objectives can be determined. these objectives can then be utilized to create a syllabus. according to carter (2003), the data gathered during the requirements analysis process can be utilized to design learning objectives, which can then be used to create lesson plans, materials, assessments, assignments, and other learning activities. english for students of primary school teacher education study program, muhammadiyah university of tangerang is a compulsory subject that must be taught by every student in the first semester with a weight of 2 credits which includes theoretical and practical lectures. english courses in the study program of primary school teacher education are held in classes with a total of around 30-35 students in each class. in the selection of lecture material, it is not often prepared by the lecturers of english courses that are seen based on class conditions, not on what is needed or needed by students. under these conditions, english lectures at primary school teacher education study programs tend not to focus on teaching basic speaking skills. it is not uncommon for teachers to ignore speaking skills in students. according to richards (2006), needs include "wishes, desires, demands, expectations, motivation, lacks, restrictions, and requirements. language insufficiency, as defined by richards, is the gap between what kids can do today and what they should be able to do. in the nation (2010), hutchinson and waters split the demands into two categories: 1) target needs, or what students had to perform in a certain setting, and 2) learning needs, or what students had to do while learning. the appropriateness of the english learning material (soldering) with the key subject areas of students, namely the primary school teacher education field of study, may be determined based on the data acquired, which all equate to a 25% percentage weighting in each material. the above content has been adapted for use in elementary school. providing jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 298 english learning materials that are appropriate for the student's primary field of study will be extremely beneficial in preparing them to teach in the classroom. fulfilling these 'wishes' also boosts students' motivation to study english because the materials offered are tailored to their preferences. given the limited time available for lectures, this motivation is extremely vital when studying english, particularly mastery of speaking abilities in elementary school education study programs. for the result of need analysis, there are 14 chapters of speaking teaching topics was chosen for primary school teacher education students, namely: greeting and introducing, counting numbers, telling date and day, describing family, describing objects, talking about houses, talking about school and class environment, telling time and talking about daily activity, talking about feeling and health issues, shopping time, asking and giving directions, and telling past experiences. design of speaking lesson plan a lesson plan serves as a guide for teachers and students on what should be adressed in a given lesson. without a lesson plan, teaching might appear burdensome, overwhelming to the teacher, and confusing to the students (zhao, 2018). the needs of students are obtained from a needs analysis, then they are compiled and documented into an english speaking activity. the following is a sample design of the contextual-based english speaking activity in this study. table 1 designing of speaking activity based contextual speaking activity contextual approach pre speaking constructivism 1. focus learners’ attention on speaking. 2. provide input and/or guide planning. inquiry whilst speaking questioning 3. conduct speaking tasks. 4. focus on language/skills/strategies. learning community 5. repeat speaking tasks. post speaking authentic assessment reflection 6. direct learners’ reflection on learning. 7. facilitate feedback on learning. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 299 table 2 designing lecturer’ activity in speaking based contextual no contextual approach lecturer activity 1 constructivism  ask previous experiences related to the material.  review the previous topic. 2 inquiry  ask to find and choose the topic of conversation.  ask to create simple dialogue.  ask to present the dialogue in front the class. 3 questioning  invite questions during the learning process.  give chance to ask anything about conversation. 4 learning communivty  give chance to sharing ideas.  give time for discussion.  ask to find problem based learning. 5 modeling  lecturer as a model or source.  ask the student to be a model.  ask the students to imitate or learn from the source or model. 6 reflection  review the lesson.  motivate the students. 7 authentic assessment  monitor the students’ activity.  follow up by giving direction or task. table 3 designing students’ activity in speaking based contextual no stages students’ activity 1 pre activities  interested in the opening of the class. (constructivism)  responding to topic enthusiastically. (contructivism) 2 whilst activity  following the lecturer’s instruction. (inquiry, learning community)  paying attention to the lecturer’s questions (questioning)  following the lecturer’s modeling enthusiastically. (model)  actively presenting the results of grup discussion in front of the class. (learning community) 3 post activity  actively involved in doing what have been learned. (reflection)  doing the speaking task (authentic assessment) a sample procedure of developing the lesson plan of speaking based on contextual approach several procedures in applying a contextual approach in teaching speaking. each step contains several elements, which are interrelated. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 300 sample speaking lesson plan based on contextual approach 1. objective : understanding and practicing greetings and introducing in english 2. subject matter : greeting and introducing 3. learning activities : a. pre speaking 1) the lecturer greets the students. 2) the lecturer checks the attendance list of students. 3) the lecturer asks students some questions about the topic being studied. (questioning, constructivism) b. whilst speaking 1) the lecturer asks students to write down their own information by topic. (constructivism, question) 2) the lecturer shows video speaking related to topic or gives a dialogue sheet and reads the dialogues to the students. (modeling) 3) the lecturer asks students to read the dialogue with their friends. (modeling) 4) the lecturerr invites students to correct their friend’s wrong pronuciation if it happens (learning community, modeling) 4) the lecturer asks students to do the task with what the teacher has given an example for them. (modeling) 5) the lecturer asks students to practice the given task with their friends. 6) the lecturer asks students to share their own information and that of their friends’ information about the topic ‘greeting and introducing’. (authentic assessment) 7) the lecturer asks students to have a dialogue with their friends. (learning community) c. post speaking 1) the lecturer summarizes the material by explaining what is being learned. 2) the lecturer follows up by giving speaking task. 4. time allocation: 100 minutes 5. teaching kit: pictures, worksheet 6. evaluation: self assessment, peer evaluation, evaluation rubric. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 301 lesson plans are important to achieve what is referred to here, that is, to complete all learning materials or materials identified by the course (burghes, 2009). the lesson plan has a significant impact on the success of the teaching and learning process. this helps lecturers to validate classroom instruction in line with curriculum goals and objectives (brown, 2011). in addition, the system allows students to determine their success in the unit or lesson. lessons not only teach what students should learn, but also how they should feel about language learning. conclusions the plan can be used as a guide for lecturers teaching english courses on speaking skills. this study can be useful for english lecturers and researchers as a guide to teaching speaking english using a contextual approach. this review paper delves into the body of research on the term problem of english speaking skills in primary school teacher education, lesson plans, aspects of lesson plans, activity in teaching speaking, teaching cycle, and models of lesson plans using teaching speaking based on a contextual approach. the more lecturers who use planning, the better. based on the conclusions above, this lesson plan can be used by english lecturers who teach english courses on a contextual basis. the content of the lesson plans can be prepared based on the needs of lecturers and students at each university. references alanazi, maryumah hejji. (2019). a study of the pre-service trainee teachers problems in designing lesson plans. arab world english journal (awej) volume 10. number 1. march 2019 pp.166 182 doi: https://dx.doi.org/10.24093/awej/vol10no1.15 bin-hady, wra (2018). a study on the challenges of novice teachers in their practical teaching stage. international journal of language, research andeducationalstudies,2(3),333345.http://jurnal.uinsu.ac.id/index.php/ijlres/article/vi ew/1725/1559 brewster, j. (2013). the primary english teacher's guide. england: pearson education limited. british council. (2008). module 2 lesson plan components. the united kingdom’s international organization for educational opportunities and cultural relations. brown, hd (2001). teaching by principles: an interactive approach to language pedagogy 2nd edition. new york: addison wesley longman, inc. brown, h. d. (2011). principle of language learning and teaching (5th ed.) newyork: pearson education. https://dx.doi.org/10.24093/awej/vol10no1.15 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 302 burghes, d., & robinson, d. (2009). lesson study enhancing mathematics teaching and learning. chester: bishop luffa school. harmer, j. (2001). how to teach english: an introduction to the practice of teaching english. edinburgh gate: longman. harmer, j. (2007). practice english language teaching 4th edition. harlow: pearson education uk. in d. r. hall & a. hewings (eds). innovation in english language teaching: a reader (pp. 208-228). oxon: routledge. johnson, b. e. (2002). contextual teaching and learning: what it is and why it's here to stay. sage publications. lewis, c., perry, r., & murata, a. (2006). how should research contribute to instructional improvements? the case of lesson study. educational researcher,35(3), 3-14. nunan, d. (2003). practical english language teaching. new york: mcgraw hill. o'neill, t., snow, p., & peacock, r. (2011). english course for yemen teacher book 4. reads rgi 4qs. uk: garnet publishing limited. richards, j. c., & bohlke, d. (2011). creating effective language lessons. newyork: cambridge university press spratt, m., pulverness, a., & williams, m. (2005). the tkt course. cambridge: cambridge university press. sugianto, ahmad. (2020). applying a lesson plan for a digital classroom: challenges and benefit. international journal of english education and linguistics. vol. 02 no 02, december 2020. sutrisno. (2021). design and validation of lesson plan development in materials technology courses with an outcome-based education approach. proceedings of the 6th annual international seminar on transformative education and educational leadership (aisteel 2021) advances in social science, education and humanities research, volume 591 yoshida, m. (1999). lesson study: an ethnographic investigation of school-based teacher development in japan. (unpublished doctoral dissertation.) university of chicago, chicago. zhao, jing. (2018). the tesol encyclopedia of english language teaching, first edition. john wiley & sons, inc. https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 received: november 25th, 2022. accepted january 26th, 2023. published february 15th, 2023. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 1 gender representation of flouting maxim in classroom interaction videos on youtube oktazsya marjelina lorenza* english department, universitas bengkulu oktasyamarjelina9284@gmail.com safnil arsyad english department, universitas bengkulu safnil@unib.ac.id syafryadin english department, universitas bengkulu syafryadin@unib.ac.id abstract this article analyzed the flouting types of maxim in classroom interaction videos on youtube. this study aims to find out the flouting types of maxim and also the gender representation of it. descriptive qualitative method was used. the corpus of the study were 10 classroom interaction videos that were taken from youtube. grice’s theory was used to find and analyze the flouting types of maxim found in the video, those are; maxim of quality, quantity, relevance, and manner. the result showed that those four types of flouting maxim were found in the classroom interaction videos on youtube. the highest flouting maxims found were maxim of quantity, relevance and manner and the least one is maxim of quality. this is probably because the speaker wants to build trust and cheer the hearer. the findings of the second research question shows that male was the most dominant gender flouting the maxims. based on the results and limitation of the study, it is recommended for further research to take the data directly to schools to compare videos taken from youtube and those taken directly from schools. keywords: gender representation, flouting maxim, classroom interaction, video, youtube introduction spoken language is one of the most basic ways of human communication. the most important section of it is represented in a conversation. the conversation is one of the language activities in speaking skills that involves a speaker and interlocutor. syafryadin et al. (2019) also stated that conversation is one of the parts of speaking activities. people have conversations in their daily activities, classroom interaction, public interaction, etc. therefore, in communication, the message conveyed must be communicative so that it can be understood by both the speaker and the hearer. the accuracy in delivering messages or https://jurnal.unigal.ac.id/index.php/jall/index mailto:oktasyamarjelina9284@gmail.com mailto:safnil@unib.ac.id mailto:syafryadin@unib.ac.id jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 2 ideas must be assisted by the sensibility of the language used, vocabulary, use of spelling and grammatical capabilities also needs to be used in language, especially in speaking skills (karto, et al. 2019). moreover, building a good communication is not easy; it requires an equivalent understanding of the information provided by the speaker and listener. when people have a conversation, they produce utterances and perform an action. therefore, in having a good conversation between the interlocutors there must be principles or rules. the rule of the conversation is called a maxim. according to cutting (2002, p. 40), there are four types of maxims. those are maxim of quantity, maxim of quality, maxim of relation and maxim of manner. grice (1975) also divided cooperative principles into four basic conversational maxims. those are maxim of quantity, quality, relevance, and manner. several previous studies are related to this research. the first, marlisa, et al. (2020) who conducted research which aimed to know the types and the reasons of flouting the maxim in gma talk show. this study found that the highest flouting maxims in gma talk shows were maxim of quantity and manner. furthermore, sari, et al. (2019), analyzed the maxim violations in the utterances of the characters in in confessions of a shopaholic movie, the reasons behind those violations, and their impacts on effective communication. the result of analysis shows that the frequent occurrences in confessions of a shopaholic movie is flouting maxim of manner which appeared 19 times, followed by violation of maxim quantity and quality which appeared 9 times, least one is maxim of relation which appeared only 3 times. according to sari, et al. (2019), this is probably because the characters in the movie confessions of a shopaholic did not cooperate while communicating. park et al (2016) analyzed the differences in language use across gender using a social media dataset. the result of the analysis shows that language identified by females was more courteous, gracious, and merciful but they were still decisive in the use of language. the fourth, aisya (2019) aimed at analyzing the types of flouting of maxim and the its reasons of indirectness by politician guests in two episode of mata najwa talk show entitled adu lantang jelang penentuan and babak akhir pilpres. the sample of this study were the utterances of politician guests in two episodes of mata najwa talk show. the result showed that the politician guests flouted maxim of quantity and manner. the politician guests flouted the maxim because of attractiveness of a language, increasing the force of one’s messages, competing goals and politeness. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 3 sulaimani (2017) analyzed the gender representation an internation efl textbook that has been adapted for the saudi arabian context. the research found that the women are underrepresented in efl textbook. they had been completely excluded from half of units in it (sulaimani, 2017). al kayed (2020) investigated the gender representation in efl textbooks in jordan. the results of the study reveal that male and female are equally represented in terms of social status, power, and dominance. this is probably because women in jordan occupy high positions as men, such as managers, professors, ministers, members of parliament, doctors, etc. they have the same rights as men in jordanian society (al kayed, 2020). moreover, the study of flouting maxim conducted by jorfi, et al. (2015) investigated the instance of violation of grice’s maxims in the american tv series “friends” series 1, scene 1. the result showed that among the four types of maxim by grice’s theory, maxim of relevance and quality is the most violated. every character commits offense except monica. this happened due to the fact that she formed the story in the first episode and others created laughter and reacted on what she is going to do (jorfi, et al., 2015). lastly, research conducted by andresen (2013), he examined the use of maxim flouts in different situations and what situations the characters flout the maxim for comedy. the transcription of eight episodes of the series in the american comedy series community was used as the object of the research. the result showed the most occurrences of flouting maxim were found in quantity. the characters that most flouted the maxim were jeffrey and shirley flouted the least. based on some previous research, it can be concluded that mostly focus on flouting maxims in movies, talk shows, and tv series. aisya, et al. (2019) suggested further researchers who have similar interests in terms of analyzing flouting maxims can choose different contexts to know more about flouting the maxims. however, this research is conducted in classroom conversation during the efl teaching and learning process. also, this research does not only analyze the flouting of maxims but also finds the frequency of males and females flouted the maxim in the classroom conversations. this needs to be done to seek equality between males and females when speaking in the classroom. also, to find out the relationship between gender and indirectness, focusing on types of indirectness, what grice (1975) refers to as flouting the maxim. sulaimani (2017) and al kayed (2020) limited their study to efl textbooks. however, this study focuses on classroom interaction. to guide this study, the following questions are addressed: jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 4 what types of maxims are flouted during classroom interaction? how often do male and female students flout maxims in classroom interaction? methodology research design descriptive qualitative is used as the research design of the study. the present study tries to find out the flouting types of maxim produced by teacher and students during classroom interaction of english teaching and learning process and also to find out the frequency of males and females who flouted maxims in class interaction. besides, co-rater is also asked to enhance the findings’ accuracy and convince the readers. the aim is to see whether the results of the co-rater analysis are in accordance with the results conducted by the researcher. corpus of the research the research object in this study is an english learning video on youtube. the data of this research were all the dialogues among students and teacher, indicating a violation of maxim. for this study, 10 videos were chosen. this video ware chosen for several reasons 1) the material taught is english 2) the quality of the video can be seen and heard clearly 3) female teacher. 1. video pembelajaran hots mapel bahasa inggris smp https://youtu.be/v71feqwvhaw 2. video mengajar procedure text https://youtu.be/wbp7vkm8br8 3. video mengajar asking and giving opinion https://youtu.be/4mqwtlifcxc 4. kelas 7 bahasa inggris pesan dalam lagu | video pendidikan indonesia https://youtu.be/0veovgxexy4 5. video pembelajaran bahasa inggris materi suggestions and offers https://youtu.be/spazuqlyysw 6. problem based learning, teaching descriptive text https://youtu.be/nkcntxcnc7u 7. video pembelajaran bahasa inggris kelas x materi “asking and giving information” https://youtu.be/iculwsdn1kc https://youtu.be/wbp7vkm8br8 https://youtu.be/4mqwtlifcxc https://youtu.be/0veovgxexy4 https://youtu.be/spazuqlyysw https://youtu.be/nkcntxcnc7u https://youtu.be/iculwsdn1kc jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 5 8. video pembeljaran narrative text by neng herawani, s.s. https://youtu.be/ng0n8qafjei 9. teaching descriptive text using discovery learning (w3) https://youtu.be/vt1mx4dc6bs 10. k13 cara belajar mengajar bahasa inggris di kelas 2017 https://youtu.be/4figc69ua2i instrument of the research the data were obtained from observation conducted in an efl classroom videos on youtube. then, the researcher also provides a checklist instrument to put, classify, identify and analyze the data. technique of data collection there are some steps in analyzing the data, those are: watching the video, analyzing the flouting of maxim through the videos, classifying the maxim flouting into its types. besides, the frequency of males and females during the classroom interaction were also analyzed. the instrument of this study is a checklist. grice's (1975) analysis of maxim violation is used as a guideline for the analysis. according to grice, there are four types of maxim: a) maxim of quantity, b) maxim of quality, c) maxim of relevance, d) maxim of manner. the description and examples of those maxims are given below: flouting maxim of quantity occurs because they give too much information or too little information. an example of the violation of the maxim of quantity is illustrated below. a: what is your favorite food? b : my favorite food is chicken and pizza, i like orange juice too. based on the conversation above, it can be seen that speaker b flouts the maxim of quantity because speaker b gives much information to answer the question of speaker a. just asked about food but the speaker b give much information “i like orange juice too”. so, it can be concluded that b flouts the maxim of quantity. flouting maxim of quality occurs because the speaker does not provide information that is in accordance with reality. an example of the violation of the maxim of quality is illustrated below. a: why does she look so tired? https://youtu.be/ng0n8qafjei https://youtu.be/vt1mx4dc6bs https://youtu.be/4figc69ua2i jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 6 b : maybe she does not have breakfast. based on the conversation above, it can be seen that speaker b flouts the maxim of quality because speaker b gives unclear and uncertain contribution. it can be seen from the use of the word ‘maybe’. so, speaker b flouts the maxim of quality because she gives a contribution that is not necessarily true. flouting maxim of relevance means that the information is not relevant. an example of the violation of the maxim of relevance is illustrated below. a: where is ameena house? b: i like her house based on the conversation above, it can be seen that the speaker b flouts the maxim of relevance because b doesn’t answer a’s questions. b apparently say something irrelevant. so, b flouts the maxim of relevance. flouting maxim of manner occurs when the speaker gives unclear and ambiguous information. an example of the violation of the maxim of manners is illustrated below. a: what gift would you like for your 17th birthday? b: just anything and you don't have to bring gifts anyway in this conversation, b’ answers in an ambiguous way, when a asked what kind of food she/he wanted to eat and b replied "just anything". it makes the hearer confused. so, b flouts the maxim of manners. technique of data analysis miles and huberman (1994) theory is used to analyze the data. it consists of three processes: data reduction, data display, drawing conclusion and verification. the data are analyzed in following steps: a. data reduction in this section, the researcher reduces the data which do not flout the maxims and classified the types of maxim found in class interaction videos. b. data display in the data display, the researcher presented the data to show the analysis process in identifying the maxims using grice (1975) theory. furthermore, the researcher calculated the percentage by using the formula from sudijono (2009). c. drawing conclusion and verification jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 7 in this section, the researcher made conclusions after analyzing the data and getting answers to the research questions found in the classroom interaction videos on youtube. after obtaining the results, data verification is needed to find if the results of the data obtained can be accepted and trusted. technique of data verification qualitative validity is a way of checking the accuracy of findings using certain procedures, whereas qualitative reliability shows that the researcher's approach is consistent across different researchers and different projects (gibbs, 2007). a co-rater was asked to ensure the accuracy of findings. a co-researcher analyzed the sample of classroom interaction videos which was chosen randomly by the researcher. after that, the co-researcher wrote the results in the checklist instrument that had been provided. to find out the results of data valid or not, it was given a score on the researcher’s result and the co-researcher’s. the same was given a score of 1 and if not, the score of 0 was given. the theory from sugiyono (2017:184) was used to provide interpretations of the correlation coefficients. a detailed explanation of it can be seen in the table 1 below: table 1: guidelines for giving interpretation of correlation coefficient coefficient interval relationship level 0,00 – 0,199 very low 0,20 – 0,399 low 0,40 – 0,599 medium 0,60 – 0,799 strong 0,80 – 1,000 very strong findings and discussion inter-rater reliability in this research, a co-rater was asked to ensure the accuracy of findings. the co-rater was asked to analyze the flouting types of maxims in the classroom interaction videos on youtube which was chosen randomly by the researcher. video 1, 5, and 8 were chosen as the sample of the study. the result of flouting maxim between the researcher and the corater is shown in the following table 2. table 2. the result of flouting maxims between researcher and co-rater flouting types of maxim number of flouting maxims score researcher co-rater maxim of quantity 3 3 1 maxim of quality 1 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 8 maxim of relevance 1 1 1 maxim of manner 2 2 1 average 1 table 2 shows that there is no insignificant differences between the researcher and the co-rater. based on the result, the average was 1. from the data and the explanation above, it can be concluded that the researcher’s analysis and the co-rater’s are similar. this part presents the research results and discussion based on analyzing the flouting of maxims types and the frequency of males and females flouting maxims in the classroom interaction videos on youtube. the first research question is about the flouting types of maxims in the classroom interaction videos. based on the data found, the most frequent flouting types of maxim are summarized in table 3. table 3: flouting types of maxim in the classroom interaction videos on youtube no flouting types of maxim frequency percentage (%) 1. maxim of quantity 4 33% 2. maxim of quality 2 17% 3. maxim of relevance 3 25% 4. maxim of manner 3 25% total 12 100% table 3 shows that the flouting maxim of quantity is the most frequent in the classroom interaction videos on youtube with 4 data (33%). it is followed by maxim of relevance with 3 data (25%). maxim of manner with 3 data (25%), and the least one is maxim of quality with 2 data (17%). a detail explanation of flouting types of maxims can be seen below: 1.1 flouting maxim of quantity flouting maxim of quantity is the most frequent maxim found in classroom interaction videos on youtube. table 3 shows that the number of flouting maxim of quantity appeared 4 times (33%) in the classroom interaction videos on youtube. an example of flouting maxim of quantity can be seen below: extract 1: flouting maxim of quantity video 1 [14:01] teacher: who is the main character of the story? student: the main character is a princess. she was beautiful but very spoiled; her favorite thing was her golden ball jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 9 extract 1 of flouting maxim of quantity was taken from the first video on youtube, https://youtu.be/v71feqwvhaw. based on the conversation above, it can be seen that the student flouts maxim of quantity because she provides too much information as is required. the student should answer the main character “princess” without having to explain anything else. 1.2 flouting maxim of relevance table 3 shows that the number of flouting maxim of relevance appeared 3 times (25%) in the classroom interaction videos on youtube. an example of flouting maxim of relevance can be seen below: extract 2: flouting maxim of relevance video 2 [24:53] teacher: what kind of text, biller? student: i know miss extract 3 of flouting maxim of relevance was taken from the second video on youtube https://youtu.be/wbp7vkm8br8. based on the conversation above, the student disobeys maxim of relevance because there is no correlation between teacher’s question and student’s respond. the student should answer what kind of text that the teacher explained, not “i know miss”. 1.3 flouting maxim of manner flouting maxim of manner is the third dominant in the classroom interaction videos on youtube. table 3 shows that the number of flouting maxim of manner appeared 3 times (25%) in the classroom interaction videos on youtube. an example of flouting maxim of relevance can be seen below: extract 3: flouting maxim of manner video 8[9:43] teacher: what is the conflict of the story? student: fighting extract 3 of flouting maxim of manner was taken from the eighth video on youtube, https://youtu.be/ng0n8qafjei. based on the conversation above, it can be concluded that the student disobey maxim of manner because student’s respond is ambiguous and is not clear. 1.4 flouting maxim of quality https://youtu.be/v71feqwvhaw https://youtu.be/wbp7vkm8br8 https://youtu.be/ng0n8qafjei jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 10 flouting the maxim of quantity is the least dominant. table 3 shows that the number of flouting maxim of quality appeared 2 times (17%) in the classroom interaction videos on youtube. an example of flouting maxim of relevance can be seen below: extract 4: flouting maxim of quality video 2 [10:59] teacher: what kind of action verb that you can mention? student: dancing teacher: i am not dancing (she is speaking) extract 4 of flouting maxim of quality was taken from the second video on youtube, https://youtu.be/wbp7vkm8br8. based on the conversation above, it can be concluded that the student disobey maxim of quality because she/he lie and say something that is not true. the fact is that teacher speaks not dances. so, student violates the maxim of quality. table 4: the frequency of male and female flouted the maxims no flouting types of maxim gender percentage (%) male female male female 1. maxim of quantity 1 3 58% 42% 2. maxim of quality 2 3. maxim of relevance 3 4. maxim of manner 1 2 total 7 5 100% table 4 shows that the frequency of male and female flouted the maxim. after analyzing the data, the researcher found that the most frequent gender who flouted the maxim is male with 7 data (58%). the second dominant is female with 5 data (42%). discussion this section is proposed to discuss the findings to clarify the answer to the research problems. the first research question is about types of maxims are flouted during the classroom interaction. the findings show that out of four different types of maxims, the frequent flouting types of maxims found in the classroom interaction videos on youtube were maxim of, maxim of quantity, maxim of relevance, maxim of manner and the least one is maxim of quality. flouting maxims of quantity is the most dominant found in classroom interaction videos on youtube. this is probably because the speaker wants to https://youtu.be/wbp7vkm8br8 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 11 build trust and cheer the hearer. marlisa (2020) mentions that by providing more information, it also helps the speaker as well as the listener to build a pleasant communication and asked more questions to interlocutor to inquire further about his\her in good morning america (gma) talk show. then, flouting maxim of relevance became the second most dominant in the classroom interaction videos on youtube. this is probably because the speakers want to tease or perhaps mock the listeners. another possibility is that the speaker wants to change the topic of the conversation because he\she doesn’t want to be asked or doesn’t even know the answer. furthermore, this findings is also in line with the result coming out from natasya (2019) who found that maxim of relevance became the second dominant flouting types of maxim in the “dory” movie. this is probably because they want to change the topic of the conversation (natasya, 2019). al-qaderi and alduais (2019) mention that the reason someone disobey maxim of relevance is that because they want to tease the hearers. the third dominant flouting types of maxim found in the classroom interaction videos on youtube is flouting maxim of manner. this is probably because the speakers want to make some jokes and want to get attention during the conversation. the same case also appears in the research conducted by marlisa (2020) who found that flouting maxim of manner is the frequent type of maxim found in good morning america (gma) talk show. according to marlisa (2020), this may be because the speaker wants to make some jokes. meanwhile, the least dominant flouting types of maxim found in the classroom interaction videos on youtube is flouting maxim of quality. this is linked with the results of the study by (marlisa, et al., 2020; natasya, et al., 2019; hamani, & puluhulawa (2019) that the least flouting types of maxim is the maxim of quality. the second research question is how often male and female students flouted the maxims in classroom interaction videos on youtube. according to the results, male were dominant over females in case of flouting the maxims. male have more violations which can be seen in results of the study which found 7 violations while female only 5 violation that were found. this is probably because the teacher is a woman, so male students are more motivated and enthusiastic when studying. in line with the finding coming out from mengistie & worku (2021) who found that males dominate most of the dialogue presented in the grade eight ethiopian english textbook. according to agni, et al. (2020) who states that male is more frequent in indonesian efl textbook. this can be proven from the jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 12 findings in the text which show that men have more status, role and also men are considered more influential as indicated by many quotations in textbook (agni, et al. 2020). there is difference in finding by triyaswati & emaliana (2021), the representation of gender equality in th3 2018 revised edition of english textbooks for grade 9 in secondary school certified by the indonesian ministry of education in terms of language in interpersonal texts was dominated by female with a total of 574 while 411 for male. conclusion based on the research findings and discussion, it can be sum up that all types of flouting maxim were found in the class interaction videos taken from youtube. the most dominant is flouting maxim of quantity, and the second is maxim of relevance, maxim of manner and the least one is maxim of quality. males violate the maxims most in classroom interaction. there are some suggestions after conducting the research. for further research, it is recommended to conduct research directly in schools. it means that the researcher must directly observe classroom interactions in school. after conducting the research, the researcher concluded that the videos taken from youtube had been set and arranged. therefore, there are few maxim violations. it would be better if further research was researched directly to schools to compare videos taken from youtube and those taken directly from schools. references agni, z. a., setyaningsih, e. & sarosa, t. 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http://doi.org/10.35940/ijrte.d8002.118419 microsoft word 5787-20130-1-rv luthfi https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 237 received accepted published august 26 th 2022 september 04 th 2022 september 14 th 2022 the portrait of indonesian culture through an animated film “si entong” lambok hermanto sihombing * lambok.president@gmail.com president university, indonesia puji lestari puji.indraprasta@gmail.com indraprasta university, indonesia abstract being nationalist by preserving indonesian culture is highly important for all indonesian citizens especially the students nowadays. the students who are the youngest generation must preserve indonesian cultural heritage. thus, education has an important role in shaping the sense of nationalism among them. teaching is the key solution. teachers can apply a creative and interesting teaching strategy by providing watching animated movie sessions. one of the recommended movies is “si entong”. this research focuses on findings of the scene that portrays indonesian cultural heritage that needs to be preserved. in this study, the researchers applied the qualitative method. to analyze the data, the researchers selected an episode in “si entong” titled “nyak, entong merosot! panjat pinang entong dilawan memet”. we applied mise en scene approach from manon de reeper to see the elements of the movie and theory of representation from stuart hall to see what the scenes attempt to represent. therefore, the result of this study shows the representation of indonesian culture that needs to be preserved. this study also indicates that by watching this animated movie, indonesian students can increase their nationalism and understanding about the importance of preserving the culture. keywords: culture, nationalism, representation, scene, teaching introduction a film is a form of audiovisual mass communication that transmits messages to viewers to facilitate message exchange. mass communication allows for the simultaneous communication of numerous individuals (febriyanti et al., 2020). a film is a form of storytelling that may convey a range of ideas to the audience (gunawan & junaidi, 2020). the researchers view that through film, people can acquire knowledge or ideas from the film they watch. in film, it has a storyline that movie directors attempt to portray. thus, it cannot be avoided that film can convey the messages. https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 238 according to reeper (2016), cinematic language is the medium through which a film "speaks" to its audience. the persons who create films (the massive collaboration of directors, producers, editors, etc.) want to tell a particular story or communicate a particular concept. even if they intend to entertain, their film will likely have meaning since the audience can manufacture meaning even while they are absent. the term decoding is used to describe this procedure. the meaning of a narrative is "decoded" in the same way as a spoken or written language. in our point of view, reeper attempts to tell that the persons who create films do not intend to entertain only, but also there are decoded messages that audience can interpret. a film consists of numerous physical components (cahyani, 2018). the term "shot" refers to taking a single snapshot utilizing specific camera techniques. one shot is one camera shot of an object from the time the camera begins rolling (recording) until the director instructs the camera to stop (cut). a scene is a brief video segment that illustrates an action, movement, or activity. a scene may consist of multiple shots or a single extended shot. scenes depict images (movements, gestures, character expressions) and text (words, sentences spoken by characters). a sequence is a lengthy portion of a film that presents a complete sequence of events. a sequence consists of numerous interwoven shots or sequences. the unit of measurement for the series is the setting of the place. a sequence could occur in single or multiple locations (cahyani, 2018). from the above argument, the researchers can interpret that a film consists of many elements. one of them is scene. scene is a brief video segment that can illustrates certain messages from certain context. thus, the researchers view that film can influence many aspects in society. one of them is education. we see that film can build cultural awareness to the students at it uniquely allows students to look at situations far beyond their classrooms. film can provide great values in giving students a chance to see the importance of preserving the culture or even know other culture. film is created in many forms such as cartoons, animation, documentary etc. in this study, the researchers are interested in analyzing the animated film namely “si entong”. however, before we get deeper on its film, we would like to provide some definition of animated film. the word "animation" is derived from the verb "to animate," which signifies "to live and move." in addition, "animation" derives from the latin word "anima," which means "soul, life, or spirit." many people think of animation as "animating" an inanimate or motionless item so that it can move or give the idea of movement (alfatra et jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 239 al., 2019). according to abrori, as stated by yasa and santosa (2018), animation media is one of the most effective means of communicating a message. furthermore, animated films can be used to preserve cultural heritage. one of them may capitalize on this substantial commercial potential by utilizing media intermediates. it can be used to distribute information in the highly advanced technical era of the present day. likewise, media technologies may contribute to the circulation of animated films. the media can impact behavior, mentality, perception, and even dictate. hence, the researchers view that films can impact the education field. by applying watching movie session in the class, the students will not only feel motivated and excited but also will get impacts especially in behavior, mentality, perception or even the construction of nationalism among them. as discussed above, in this study, the researchers are interested in analyzing “si entong” animated film especially in the episode entitled “nyak, entong merosot! panjat pinang entong dilawan memet”. this episode tells about the main character named entong participated in indonesian independence day competition called greasy pole game. it refers to a tall pole that has been smeared in grease or other lubricants, making it difficult to grip. specifically, it is the name of numerous events involving staying on, climbing up, walking over, or otherwise traversing a pole. this episode does not only portray how indonesian people usually celebrate indonesian independence day but also portrays indonesian landscape in the suburban area. besides that, the portrait of betawinese and javanese people can also be seen in this episode. that portrait is essential as they can represent their tribe or identity through the traditional dress they wear. as a result, this film can give impacts on students’ understanding towards indonesian culture. by watching that film in the class, it is expected that the students can be more aware about their culture. they are expected to have a sense of preserving indonesian cultural heritage such as the tradition, traditional games, traditional cloth, and many more. by watching that film, they are also expected to be more nationalist and open-minded. thus, the researchers believe that film can give implication to education field. to support the analysis, the researchers used mise en scene approach from manon de reeper to see how the camera works and representation theory from stuart hall to analyze how indonesian culture is represented there. according to manon de reeper (2016), every aspect of a film or television show is planned to fit on the screen. the scene's creators carefully analyze every piece; nothing is random. mise en scène refers to the filmmaker's vision for the scene and the film. by jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 240 determining what is displayed within the confines of that screen, the author shapes the audience's cognition. mise en scène can convey meaning to the audience almost as effectively as conversation and narration. it is essential to media and film studies analysis because it explains how to identify significant visual codes and how some may have used them to create meaning (the media insider, 2020). moreover, reeper (2016) emphasized analyzing and understanding the scene. we must analyze who and what is present and their relative places; we must also consider makeup, expressions, wardrobe, setting, look, props, sounds, and lighting. numerous components can be included in a study of the film. they are the editing, camera, and lighting. first, editing. time and space are condensed into a logical sequence of photos through the editing process. it is seamless in general. it entails segmenting and reassembling recorded film segments (shots) to maintain a sense of continuity and coherence. typically, photographs are edited to give the impression of a natural progression of events (reeper, 2016). second, the camera. when examining a film, the camera is among the most important factors to evaluate. it includes details on shot types and camera angles. one take constitutes a shot. it can be utilized to create a scene or atmosphere and immerse the spectator in it. moreover, the camera position has a substantial effect on the film's mood and almost always conveys meaning. lastly, lighting. lighting is essential for defining a film's setting. unexpectedly, even lighting can contribute to a film's production of meaning. full-face lighting draws attention to a person's face and might lend an air of openness and veracity. shadow and low contrast are often associated with unpleasant emotions, such as fear, anger, and mistrust (reeper, 2016). these factors may assist the author in his or her analysis. in addition, the media insider (2017) stated that there are further techniques for decoding cinematography. one of them is to provide significance for the shot. a lot of elements shape culture, one of which is representation. in representation, identity, cultural control, communication, and production are constants. the exact meaning of the term "representation" is "to represent" something that has already occurred, to mediate it, and to reproduce it (anwar et al., 2018). this concept is widely used to define the relationship between media texts and reality because representation is one of the most essential practices in the construction of meaning. identity, cultural dominance, communication, and production are unchanging aspects of representation. representation jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 241 is the act of mediating and reproducing something that has occurred (anwar et al., 2018). stuart hall views representation as "the process of establishing meaning by incorporating language." thus, discourse analysis, the study of ideology, and representation are intertwined. in other words, the depiction of a particular thing has meaning due to the ideology underlying that meaning. hall argues that ideas are built and created through representations, with verbal and visual events occurring. in the representation system, there are not only individual concepts but also methods for organizing, adding, and grouping ideas or concepts and differing degrees of relationship complexity. as stated by stuart hall (hall, 1997) in (supandi, 2017) the representative and the represented to become the main focus of representation study. previously, there are some studies that analyzed education and film. one of the the studies was conducted by hasti nuansari and widi sriyanto (2021) entitled the effectiveness of using animation movie in improving speaking skills of elementary students. their study aims to demonstrate the effectiveness of animated films in improving elementary pupils' speaking skills. the research was conducted in a single fourth-grade classroom with 29 pupils, and random sampling was used to pick the samples. it can be stated that employing animated films to teach speaking to elementary pupils was effective. through animation movies, students could speak with others with greater confidence due to the engaging content, which piqued their interest in retelling the animation in their own words. therefore, it may be easier for them to create visualizations using the films they have viewed. however, a language teacher should provide several opportunities for classroom practice alongside engaging media (nuansari & sriyanto, 2021). meanwhile, our study focused on how animated film influenced the students’ perception about indonesia. the students are expected to be more aware and love indonesian culture after watching “si entong”. thus, it can be concluded that the scenes in “si entong” attempt to portray the importance of preserving indonesian cultural heritage such as tradition, traditional game, traditional cloth, etc. those portrayals can be good sources for the students in shaping their nationalism towards indonesia. method this research analyzed the representation of indonesian culture through an animated film “si entong”. mise en scene approach from manon de reeper and theory jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 242 of representation were used for this study. in order to help the researchers in doing the analysis, the researchers applied qualitative approach by selecting the relevant episode in “si entong” and collecting data from any supporting articles. to figure out how this animated film represents the portrait of indonesian culture, the researchers did several steps in this study. first, the author analyzed “si entong” animated film by applying the film elements, mise en scene. the researchers analyzed the scenes, angles, and editing on the movie. the researchers selected scenes that symbolize indonesian cultural values. second, the authors connected the movie elements with the interpretation supported by the representation theory from stuart hall. the last, the researchers concluded the whole observation and connected it to education field. findings and discussion in order to fully understand the result of this research, firstly, the authors observed the elements of this animated film “si entong” in its episode entitled “nyak, entong merosot! panjat pinang entong dilawan memet”. first, to see how this animated film represents indonesian culture, i started my observation from scene on minutes 00:09 (figure 1). in this scene, we can see a big yard, many people with different traditional dresses, greasy pole game (panjat pinang), and indonesian flags. this scene attempts to show how indonesian citizens who live in the suburban area celebrate indonesian independence day. indonesian independence day is held on august 17th. people usually hold some competition. one of them is a greasy pole game. it is usually conducted in the yard. people usually gather watching this competition to celebrate independence day. besides that, this scene also attempts to show the traditional dress oftenly worn by indonesian citizen. in a closer context, the researchers view that greasy pole game (panjat pinang) that jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 243 is usually held every independence day has several meanings. according to setya (2022), he said that panjat pinang is one of the events held to celebrate queen's day or koninginnedag. this moment of celebration is conducted annually on august 31 to commemorate the birthday of queen wilhelmina helena pauline marie van orange-nassau. at this time, all social groups in the dutch east indies (indonesia) were encouraged to participate in festivals, carnivals, entertainment, shock markets, and areca climbing competitions. the dutch refer to greasy pole competition as de klimmast, which means pole climbing (setya, 2022). panjat pinang is a simple game, but reaching the top of the areca tree requires effort, teamwork, and a unique technique. participants in the areca nut climbing competition are separated into numerous teams. each team took turns climbing the oil-greased areca nut, which reached heights between 5 and 9 meters. to reach the prize placed at the summit of the areca tree, it is necessary to climb the betel nut. typically, panjat pinang will earn prizes consisting of food or clothing. the rewards for climbing areca nuts are rice, flour, bread, cheese, sugar, and clothing. the gift is still regarded as a luxury among indigenous peoples (setya, 2022). according to fandy hutari's 2017 book 'hiburan masa lalu dan tradisi lokal,' before indonesia's independence in the 1930s, the dutch frequently played this game at weddings, promotions, and birthday parties. the book also mentions that climbing an areca nut has its philosophical significance, relating to pursuing autonomy independent of its history. climbing areca palms cultivates collaboration, resourcefulness, and mutual aid. this tradition also teaches the importance of attaining independence, with the following benefits of freedom being distributed equally in society. to gain independence, one must be prepared to set aside their ego (wenzen, 2021). from above discussion, the researchers view that the scene attempts to show celebrating indonesian independence day especially having a greasy pole game is highly important as it is part of indonesian tradition that needs to be preserve. a good family roles which is illustrated in film add some more good identities for language learners (hartono & nguyen , 2022). hence, by watching this animated film, the students are expected to be more aware about preserving indonesian tradition. the next observation is taken from scene on minutes 00:32 (figure 2). jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 244 in this scene, we can see two little girls walking in a road going to the yard. they went there as they wanted to watch the greasy pole game. before they got there, we could see the gate was decorated using indonesian flags. the flags are hung on the bamboo, called umbul-umbul. the researchers view that umbul-umbul symbolizes the joy as indonesia has been independent until now. thus, it can be concluded that umbul-umbul represents the nasionalism of indonesian people. to get deeper understanding, we could also see that mostly, the color of umbul-umbul is red and white which represents the flag of indonesia. in a closer observation, the flag of indonesia was approved formally on august 17, 1945, three days after the end of world war ii. in 1949, when indonesia gained acknowledgment of its independence from the netherlands, this flag remained in use. the flag has a lengthy history with a basic pattern of red and white stripes. it was initially connected with the majapahit empire, which flourished in eastern java during the 13th and 16th centuries, and it contains traditional color symbolism: red for bravery and white for integrity. the indonesian union, a nationalist group of indonesian students studying in the netherlands, adopted it in 1922. 1928 also saw the indonesian nationalist party adopt the flag. the flag of monaco and the flag of indonesia are identical, save for their dimensions (smith, 2019). smith’s statement is in accordance with macdonald (2016). he stated that the indonesian national flag is known as "sang saka merah putih" and, according to article 35 of the 1945 constitution, is comprised of two colors: red on top of white. two meters by three meters, its width is two-thirds of its length. it is flown in front of the presidential palace, government buildings, and foreign embassies of indonesia. the first flag was courageously raised amid japanese occupation forces on the day indonesian independence was declared. since then, it has been flown in front of the presidential palace in the capital city of jakarta during independence day ceremonies. on august 17, 1968, this historical flag, or "bendera pusaka," was flown for the final time. since then, it has been conserved jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 245 and replaced with a replica of genuine indonesian silk. as a result, the researchers view that indonesian flag and umbul-umbul always become the identity of indonesia. we also see that the message of this scene is shaping the nationalism towards all indonesian citizens especially indonesian students. the next observation goes to the scene on minutes 1:00 (figure 3). in this scene, we can see one of the characters in “si entong” named memet is on the top of the areca tree. he was trying to reach the prizes such as a bicycle, a t-shirt, a radio, a kid’s car etc. this competition looks frightening but also fun. the character needs to climb the highest areca tree until reaching the top. it looks fun as all team needs to work each other to get the prizes. in a closer observation, the researchers view that even though the character looked scared, he kept trying. thus, it can be concluded that the brave spirit must always be kept in all indonesian society particularly indonesian students. the next supporting analysis is taken from the scene on minutes 01:33 (figure 4). in this scene, we can see a lot of people supported the team that was climbing the areca tree. they looked excited and hoped the team that was on their turn could reach the top. if we see closer, we can see two characters wearing traditional dress. the first woman was wearing a blue kebaya with a tosca skirt. she was also wearing a pink ciput hijab, an inner hijab that can prevent hair from falling out, covering hair when the hijab is removed, keeping the hijab in position, and shaping the face. similarly, the second woman was wearing a rown kebaya with batik skirt design and a brown inner hijab. they both have the jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 246 same dress, which is kebaya with different design. according to suciati (2019), as a part of national fashion, the kebaya plays a significant role in physical/material design and has a significant impact on the souls of indonesian women. the function of the national costume (kebaya) in accordance with the etiquette of the national and international associations, namely: a. the purpose of social expression national clothing, as a product of national culture, can serve as a social glue throughout indonesia. kemben, bodo clothing, parenthesis, and kebaya have existed since the beginning and have reached the pinnacle of their development, so that the essence of the indonesian people is inextricably linked to the clothing social-fashion. b. the function of expressions of group solidarity. national clothing as a result of culture, used by indonesian women figures from the establishment of 1908-1920 (the growing period of the nation of indonesia) until the time after independence displayed evidence of solidarity as a fellow nation; therefore, national solidarity can be awakened not only from the verbal language, but also from the material. c. the purpose of mental calmness. national apparel is imbued with its own lifeaffirming attitude. all types of national fashion have a simple form, and bias is considered a form of indonesian society's simplicity. d. the symbolic functions of language. as a distinguishing characteristic of indonesian cultural objects, the language of the international association is displayed on national attire (suciati, 2019). from above discussion, the researchers view that the scene attempts to show the importance of preserving traditional cloth of indonesia. not all people always wear traditional cloth from their tribe as their identity. however, this scene shows the characters that consistently wear their traditional cloth. it means they see that their identity, their tribe, their cloth are integrated and vital as they symbolize the nationalism and identity as indonesian people. as a result, the students are more interested to wear traditional cloth instead of their casual ones. traditional cloth is a symbol of nationalism and identity. the last observation is the scene on minutes 2:58 (figure 5). jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 247 in this scene, we can see a man traditional cloth and blangkon, a traditional javanese headgear made of batik fabric was reaching out the bicycle. the researchers view that this scene attempts to show the nationalism through the character in this animated film “si entong”. he showed even though he showed his strong nationalism for indonesia by wearing a traditional cloth in independence day ceremonies. to get deeper analysis, toekio (2016) stated that blangkon is a type of iket or udeng-shaped hat derived from the word 'blangko,' which means printing blank. it refers to printed tags. likewise, a blangkon contains the worth of ordinary life. the worth of life represents tenacity, thoroughness, perseverance, and patience (sasanti, 2020). hence, the researchers view that to show our spirit of nationalism, we can use our own traditional cloth or accessories such as blangkon or iket. it seems uncommon if we or the youth wear those kinds of traditional accessories. however, in this scene, we can learn that preserving indonesian culture is needed to make this heritage preserved. the students are the agents of change that can influence society or community to be more aware in preserving our indonesian heritage. thus, the researchers view that the scene attempts to persuade the audience especially students to keep indonesia exist and shape the youth more nationalist. conclusions some scenes in si entong represent indonesian culture. the setting for celebrating independence day is portrayed vividly. besides that, this tv series also attempts to introduce indonesian cultural heritage which is batik, kebaya, and blangkon. thus, this animated film strives to combine cultural features to introduce indonesian culture to the entire globe. the scenes also attempt to persuade the audience especially indonesian students to collaborate and cooperate in preserving indonesian culture. they are the young generation that will preserve indonesia with its cultural wealth. thus, being nationalist is one of the issues that this film attempts to convey. jall (journal of applied linguistics and literacy), issn 2598-8530, september, vol. 6 no. 2, 2022 248 references alfatra, f. f., suminto, m., & purwacandra, p. p. 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(2016). tutup kepala tradisional jawa. jakarta: departemen pendidikan dan kebudayaan. “udeng: fungsi, status, dan makna filosofis.” yasa, g., & santosa, n. a. (2018). film animasi berbasis budaya: sebuah peluang bisnis berkelanjutan. jurnal ilmu sosial. 1(september), 225–239. http://jayapanguspress.penerbit.org/index.php/ganaya/article/view/100. wenzen, n. (2021). sejarah panjat pinang, warisan belanda yang memiliki makna filosofis kemerdekaan. https://zonautara.com/2021/08/19/sejarah-panjat-pinang-warisanbelanda-yang-memiliki-makna-filosofis-kemerdekaan/. https://www.youtube.com/watch?v=uesh66xkt http://jayapanguspress.penerbit.org/index.php/ganaya/article/view/100 https://zonautara.com/2021/08/19/sejarah-panjat-pinang-warisan-belanda-yang-memiliki-makna-filosofis-kemerdekaan/ https://zonautara.com/2021/08/19/sejarah-panjat-pinang-warisan-belanda-yang-memiliki-makna-filosofis-kemerdekaan/ microsoft word 1 dang arif https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 received accepted published january 9 th 2022 february 19 th 2022 february 27 th 2022 the investment of migrant women in second language learning: a systematic review dang arif hartono* dang.arif@podomorouniversity.ac.id universitas agung podomoro, indonesia phuong thi lan nguyen phuong.ntl@oea-vietnam.com oxford english academy, vietnam abstract migrant women, especially married migrant women, are perhaps one of the least discussed groups in the field of second language acquisition. to date, there have been limited studies on this group of learners. this is unfortunate because our inability to understand this group would restrict us from catering to their language learning needs. because of this reason, we decided to conduct a systematic review to understand what the literature has revealed about their investment in language learning and how gender influences their decision to learn a second language. an in-depth review of 24 empirical studies published from 1995 to 2021 reveals that the new living conditions affect their self-positioning in family and society, gendered identities play a critical role in making a woman invest or not to invest in learning a second language, and gendered identities relevant to their family roles (e.g. being a mother or a wife) appear to be the most common and powerful factors in deciding their investment in learning a second language. keywords: migrant women, language learning, motivation, investment introduction the media often portray married migrant women in a negative light. they are often depicted having difficulty both in settling in and learning the language of their new country (iikkanen, 2019). in fact, among first-generation immigrants, migrant women tend to use their native language more than their male counterparts (holmes, 1993). this gives rise to the popular stereotype of migrant women, who are often depicted as a group of women who flock to people of their own ethnic groups, do not speak the language of their new country, and only speak in their native language among themselves. this depiction, jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 2 however, is not only misleading but also obscuring the reality and all factors affecting their behavior. there are countless studies on different types of language learners (e.g. high school students, university students, pre-service teachers, office workers, etc.), but studies on married migrant women are limited in number. perhaps, married migrant women are the most understudied group of language learners. studies on immigrants and language proficiency would often draw from survey or census data and group them in a single entity, failing to provide insights on the dynamics between gender, relationship, and roles played by married migrant women in their attempt to learn the language of their new country. this is unfortunate because studies indicate that language acquisition may be gendered (liversage, 2009). thus, taking out gender from the equation and overlooking its dynamics with other factors like relationship and familial role would only provide us with an incomplete understanding of married migrant women as a distinct group of language learners. understanding married migrant women and their effort in learning the language of their new country is important for at least two reasons. first, it may help the integration of immigrants into their new country. speaking the language of the new country is among the indicators of successful integration (iikkanen, 2019). that is why major immigrant destinations often provide language courses to incoming immigrants. for example, the city of ontario, canada, spends more than $390 million per year to provide language training for incoming adult immigrants (beiser & hou, 2000). despite this, migrant women often have fewer opportunities to learn the language of their new countries than their male counterparts (beiser & hou, 2000). even if they do, many of them would drop the course (kouritzin, 2000). therefore, understanding factors affecting their investment in learning the language of their new country would provide us with the information necessary to design a program or policy that would potentially improve enrollment in and completion of language courses, which eventually facilitates integration. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 3 second, in the long run, it may eventually help with the economy. language mastery or fluency is an important asset with which people can improve their chance at securing employment and earning a better income (beiser & hou, 2000). in fact, the more migrant women learn the language of their new country, the more opportunities they have to enter the job market (liversage, 2009). unfortunately, married migrant women have limited access to government-funded language courses. if we can understand what causes this problem, we might be able to identify possible solutions. this, in turn, would help to improve the chance for married migrant women to join the course, master the language, and eventually increase the likelihood for them to obtain employment and contribute to the economy of their new society. in other ways, the new culture of learning language defines access to study language (nupus , 2021). given such potential benefits, we are interested in examining how gender influences the investment of married migrant women in learning a second language. we set to investigate three points from previous studies in the literature: how married migrant women position themselves in their new home country; how the gendered identities of married migrant women influence their investment in language learning; and how the gendered identities of married migrant women motivate or demotivate them in learning a second language. method we conducted three electronic searches to look for studies on migrant women and their investment in language learning. the first search was carried out through 3 ebsco databases: education research complete, humanities international complete, socindex. this search resulted in 62 studies. the second search was done on eric (education resources information center), which resulted in 10 studies. the final search was done on google scholar, which resulted in 292 studies. it is important to note that, even though in total the number of studies found was 364, many of the search results from those three jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 4 different sources overlapped with each other. for the searches over these three platforms, we used ‘migrant women’, ‘female immigrants’, and ‘language learning’ as the keywords. for the next step, we did a quick review of the abstracts of those studies to decide whether or not they should be included in our review. when necessary, we also read other sections of the articles, such as methodology, discussion, etc. to decide which article should be included in our in-depth review, we used the following criteria: 1. the study should be an empirical study (quantitative, qualitative, or mixed methods). 2. the study should be published in a peer-reviewed scholarly journal. 3. the study must employ migrant women as some (if not all) of its participants. also, at least some of the participants were married and/or had childcare responsibilities. 4. the study must investigate at least one of the following areas: (a) motivation, (b) investment, (c) (gendered) identities. all studies that met these criteria were included in our in-depth review. the majority of the studies identified from the searches did not meet the criteria and were found to be irrelevant, so they were not included to our review list. however, we still read some of them that contain potential insights (e.g. studies that use secondary data, such as literature reviews or quantitative analysis of census data). this careful selection resulted in 24 studies for detailed review, as shown in table 1. findings and discussion quantitative overview of the studies on migrant women from the 24 studies reviewed, we found that half of them were concerned about migrant women in the usa. five studies were conducted in canada, two studies were about migrant women in australia, and the remaining five studies were about migrant women in the uk, finland, denmark, turkey, and tunisia. the large number of studies jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 5 conducted in the usa and canada was not a surprise to us, because both countries have been the major destinations for immigrants and refugees for decades. table 1. studies included in the systematic review no author(s) & year number of participants research design 1 alzouebi et al. (2020) 10 mixed-method 2 brown (2012) 1 qualitative 3 butcher and townsend (2011) 4 qualitative 4 duff et al. (2000) 20 qualitative 5 gordon (2004) 2 qualitative 6 hewagodage and o’neill (2010) 5 qualitative 7 iikkanen (2019) 2 qualitative 8 kilbride and ali (2010) 30 qualitative 9 kouritzin (2000) 19 qualitative 10 lee (2010) 2 qualitative 11 liversage (2009) 22 qualitative 12 martin and daiute (2013) 15 qualitative 13 menard-warwick (2004) 8 qualitative 14 park (2009) 5 qualitative 15 pavlenko (2011) 30 a qualitative 16 peirce (1995) 5 qualitative 17 rida and milton (2001) 23 qualitative 18 rottmann and nimer (2021) 162 qualitative 19 sadeghi (2008) 6 qualitative 20 skilton-sylvester (2002) 4 qualitative 21 song (2012) 2 b qualitative 22 walters (1996) 12 c qualitative 23 warriner (2004) 3 qualitative 24 wong et al. (2009) 9 qualitative note. a pavlekno’s (2009) study used autobiographies from 25 individuals and 5 interviews. b the study conducted by song (2012) involved two immigrant families from korea. however, it was unclear how many people were in each family. c the study employed 12 couples of tunisian men and anglophone women who lived in tunisia. based on the table 1, in terms of their publication year, 10 studies were published from 1995 to 2014, 12 studies were published from 2005 to 2014, and 2 studies were jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 6 published from 2015 and 2021. what is more interesting is almost all studies we found were qualitative studies. we suspect that researchers studying migrant women preferred the qualitative design because it can capture the rich narratives of migrant women to understand the complexity of their life. how married migrant women position themselves in their new country living in a new place that is geographically and culturally different from their place of origin, married migrant women mostly experience some changes in their viewpoints, which usually influences the dynamics of the relationship in their family. for example, they realize that they cannot just stay at home and take care of housework as their husbands might ask them to do in their country of origin. when they come to a new country, many of them face financial difficulties and realize that they have to contribute to supporting the family. this is reflected in the case of immigrants from laos and cuba (gordon, 2004; butcher & townsend, 2011). gordon (2004), for example, noted that laotian women were able to position themselves better in their family due to their significant contribution to supporting their family with the income they earned from their job. laotian men, on the other hand, viewed this as a sign of losing authority, leaving them with no choice but to share the housework (e.g. cooking, cleaning) that they had never done in laos. being in the place of better gender equality assurance, laotian women were also able to openly express their disagreement with common lao cultural practices like polygamy. in gordon's (2004) study, one participant even mentioned that if her husband dated another woman or took a second wife, she would do the same and would not be afraid of divorcing him, displaying confidence and a strong sense of independence. laotian women became more aware of their rights. they knew that their husbands could never treat them violently and they would never hesitate to call the police if their husbands wanted to hurt them. cuban women also had similarly positive experiences. butcher and townsend (2011) revealed that marina, one of the participants in their study, taught federico, her husband, to jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 7 prepare his own dinner. marina would always do the housework when they were in cuba, but her husband started to cook his own meal when they moved to miami. like laotian women, cuban women were also working or looking for a job to support their families. similar to these communities, lee (2010) found that the kirogis (a term to describe korean women who migrate to english-speaking country for the sake of their children’s education, leaving their husband in korea working to support their life abroad) felt somewhat liberated in the culture of their new country. even though they were not having financial difficulties like the laotian and cuban immigrants, these kirogis still experienced positive changes in their self-positioning. one of the participants in lee's (2010) study mentioned that she became more open and assertive. she managed to resolve a case of cultural misunderstanding that her children had at school. the mother advocated for her child and maintained intensive communication with the school and teachers, one thing she would not bother doing in korea. another kirogi in the study also viewed herself differently, viewing her “small eyes as unique” (lee, 2010 ). this is not something that she could do in korea, where people would judge one’s appearance quite harshly. in terms of family relationships, migrating to western countries released these kirogis from the tension from their in-laws, a common thing that women might experience in korea. these various examples show a striking difference between the way these women had positioned themselves in their country of origin and the way they positioned themselves in their new settlement. married migrant women, in general, gained a large portion of authority in the family. they also became aware of issues like gender equality and independence. perhaps the only exception is the case of anglophone women who migrated to tunisia following their husbands (walters, 1996). in this case, the couples were welleducated individuals who met each other while studying for a degree in the usa. the fact that these women were native speakers of english, which could be viewed as economic and linguistic capital, made the case entirely different. most of these anglophone women lived in the capital city and had good-paying jobs. many of them even had servants in their jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 8 houses. authority was not an issue in their case perhaps because they were well-educated and were financially secure. what is interesting to note from their cases is that they complied with the local culture, which one might find somewhat gender-segregating. after a big family dinner, for example, the men would sit and talk about their interests, while the women would go wash the dishes. however, none of the participants mentioned any objection to this, which might be because they received some help from their in-laws. besides, they always had their servants that would do the job for them. in short, it seems that all married migrant women experienced some changes in their self-positioning when they moved to a new country. those who moved from a less developed to a more developed country tend to feel better about themselves as they could contribute more to their family well-being, free themselves from the social norms and prejudices in their home country, and demand equal treatment from their spouses. those who migrated to the opposite direction also experienced changes in their self-positioning but not as significant as in the previous case because they had already possessed certain economic capital. how the gendered identities of married migrant women influence their investment in language learning moving to and settling down in a new place that is culturally different from one’s homeland is challenging. this becomes even more demanding if one is migrating along with his or her family. in their new settlement, migrant women have to deal with practical issues like accommodations, health insurance, employment, and the more abstract ones like identities. such an overburden forces married migrant women to think carefully before investing their time, effort, and money in learning the official language of their new country. in the case of the laotian and cuban immigrants (gordon, 2004; butcher & townsend, 2011), financial difficulties forced them to look for a job because they could not just stay at home relying on their spouses as the main source of income. to do so, they had to be able to communicate in the language of their new country and, therefore, most of jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 9 them invested in studying a second language. similarly, warriner (2004) found that sudanese women who migrated to the usa also expressed a need in getting employed to support their families. they realized that they could get a job if they spoke english, motivating them to take esl courses and even considering studying in a community college. all the migrant women in these studies agreed that english was the key for them to get a job and assimilate into the local community. their changing self-positioning from passive housewives to more active homemakers facilitated them to invest in learning the second language. the kirogis (lee, 2010), however, were in a different situation. since they came from the upper-middle class and were well-educated, language learning was not on their priority list. their only concern was the education of their children. however, they still went to a local community college to take esl or vocational courses. they did it only to maintain their visa status so they could still live in the country with their children. this means that their gendered identity as a mother and its traditional attribute of caring for children influenced their decision to invest their money and time in learning english. interestingly, even though they seemed to be liberated in their new settlement, the kirogis’ other identities e.g. (as koreans, mothers, or wives) still influenced their decision making. song (2012) examined two south korean transnational families. both families wanted their children to use only korean at home so they could become bilingual with korean being more emphasized. it seemed that, for one family, one of the motives of the mother to do so was because she did not want to position herself as a kirogi, who suffered from harsh criticism in korea. koreans considered the kirogis “selfish escapees from the patriarchy of korean society” (song, 2012), paying excessive attention to their children’s education while neglecting their duties to their husband and/or extended family. by forcing her son to develop his korean proficiency while they were in the usa, she wanted to prove her morality and respect for traditional values. in another study, park (2009) discussed the investment in language learning of a korean woman. she was not labeled a kirogi as she came to the usa with her husband, jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 10 but her story also displayed the impact of gendered identities on her investment in learning a second language. she studied english in an intensive english class in england. however, her feeling of linguistic marginalization prevented her from participating actively in class (i.e. she might be motivated but did not invest in learning english). then she turned to turkish when her father suggested that it would guarantee her professional success as not many people speak turkish in korea. yet, her mother told her that a woman did not have to work to feel happy, and being a housewife of a high-status man was good enough for a woman. as a result, she left turkey, gave up her phd studies in the turkish language, and followed her husband to the usa. in short, despite being educationally, economically, linguistically, and culturally privileged, “her gendered position in both her family and community compromised her position of power and limited her ability to realize her imagined identity” (park, 2009). in other words, her identities as a daughter, a wife, and a mother influenced her decision to discontinue her investment in learning another language and give up her professional aspirations. like the kirogis, the anglophone women in tunisia (walters, 1996) did not invest much in learning the language of their new country. tunisia is a multi-dialectal and bilingual country at the same time. there are many variations of arabic spoken in the country, with the most widely used being tunisian arabic (ta). since the country was a colony of france, french also holds an important position in the community. these anglophone women, who were mostly well-educated, spoke some french with which they could get by. some of them learned arabic, but their husbands were simply not good speaking partners, discouraging them to continue learning. in this case, the fact that they were unable to communicate in ta did not affect them performing their identities as wives and mothers. therefore, not much investment was made into learning ta. menard-warwick (2004) described the case of two latina immigrants, camila and trini, in the usa. they spent years living in the usa with a very limited amount of english, making them unable to get a job that requires a more proficient level of english. camila did not want to learn english because it might affect her priorities (her husband’s jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 11 dream of owning a house and her children’s education). after living in the usa for 6 years, she realized that she needed english to protect her children from social evils, so she started to learn english at home by watching english-speaking tv channels. more than 10 years after coming to the usa, when her husband could finally fulfill his dream, camila eventually started to go to english class. in trini’s case, she was satisfied with the english she picked up at her workplace until she realized that she needed more to teach her children. camila and trini came to class only during the daytime, when their children were at school and they were free from looking after them. skilton-sylvester (2002) investigated the case of four cambodian women (lang, ming, sundra, and soka), who participated in two urban adult esl programs in philadelphia, the usa. their decision for going to english class mainly depended on their four identities as wives, mothers, daughters, and workers. for lang, she participated in the esl class because she wanted to improve her english to support her family’s business. in other words, her identities as a daughter and a worker encouraged her to learn a second language. however, her marriage might end her effort because she positioned her new identity as a wife higher than her other identities, even though her husband did not oppose her studying english. in other words, it was her new self-positioning that stopped her from coming to class. for ming, her husband could not accept the fact that her social interaction in the language class was expanding and decided that she should work for a lower-paid job that did not require english, forcing her to stop going to english class. thus, for her, being a wife was a barrier to learning english. sundra and soka shared a similarity in the way they saw their children as the main reason to learn or not to learn english. for example, sundra came to class only when she could separate her identity as a student from those of a wife and mother, i.e. during the daytime when her husband was working and her children were at school. she would stop coming to class when it affected her ability to perform her identity as a mother (e.g., when her child was sick). in short, sundra’s identity as a mother worked as both a facilitator and jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 12 a barrier to her investment in learning a language. therefore, for sundra, her identity as a learner was placed behind her other identities as a mother and a wife. on the other hand, soka invested in learning english (by coming to class and self-studying) and made quick progress because there had been an agreement in her family that she should focus on learning english. she received support from her husband as they needed someone who would help their children study and communicate with schools or administrative agencies. thus, her identity as a learner complemented those as a wife and a mother. to conclude, “language learning stories are in themselves gendered performances” (pavlenko, 2011). either with or without changes in their self-positioning, married migrant women always find that their gendered identities significantly influence their decision to invest—or not to invest—in language learning. among the different gender-defined attributes of this target group, those contributing to their identities as wives and mothers seem to be the most influential. how the gendered identities of married migrant women motivate or demotivate them in learning a second language motivating aspects married migrant women tend to invest in learning a second language when it matches with their other investments, especially those in their families. the studies discussed previously showed that these women studied a new language when it helped them better perform their assigned identities as wives and mothers. even in the case of the anglophone women (walters, 1996), whose native language possessed more capital than that used in their new country, they still made some effort—though not determined—to learn ta. they learned the language even though they did not receive much help from their husbands. perhaps they did it because of its usefulness in a family meeting and gathering. walters (1996) mentioned that although this reason did not seem to be very strong to keep one learning a language, in the case of anglophone women in tunisia, it jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 13 was quite the opposite. he described that, in tunisia, the relationship between a woman and her in-laws was usually very close. the anglophone women, living far away from their parents and siblings in their country of origin, took their in-laws as important as their immediate family. they often spent time together with their in-laws on various occasions and the in-laws sometimes lived with them, helping them take care of their children. from this, we saw that there was a match between these anglophone women’s investments in language learning and their familial roles. they also received great support from their family members, which encouraged them to further invest in learning ta. brown (2012) examined the case of married migrant women who—due to no or limited access to formal english instructions or limited access to alternative resources for studying the language—benefited from their immediate family members, especially their children who were born in the new country. in his study, brown (2012) found that maria, a spanish-speaking and single mother of mexican origin, was concerned about her child’s education. she wanted to be involved in deciding her daughter’s education. she felt it was important for her to understand the explanation from the admission officer of her daughter’s prospective universities. she did not want to receive that information from a brochure written in spanish. she was helped by her teenage daughter, who not only played the role of an interpreter but also became a motivator that constantly helped shape maria’s identity as a confident language learner. for example, when they went to a fast-food restaurant and maria asked her daughter to order the food for her, the daughter refused and insisted maria order the food herself, reminding maria that she needed to practice her english. the motivating aspect was also evident when these women’s self-positioning aligned themselves with the culture of the new country. as mentioned previously, language is seen as a key to empowerment and self-liberation. therefore, for married migrant women who were inspired by the freedom they enjoyed in the new country, learning the new country’s language was the best way to take advantage of this newly accessible freedom. an example to illustrate this point is a finding from the study conducted by martin and daiute jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 14 (2013). in their study, which involved migrant women from latin america, the majority of the participants considered learning english as a means for achieving their goals and, therefore, saw it as an empowering instrument. they regarded english as a key for them to integrate into their new community and also as a “tool of reaching independence from unequal gender roles within one’s own communities” (martin & daiute, 2013). thus, similar to the case of laotian women (gordon, 2004), these latin american women also showed a strong preference to align themselves with the culture of their new settlement that allowed them to place themselves in a better position. on this phenomenon, martin and daiute (2013) further commented that by embracing the gender equality values of their new country, married migrant women were actively seeking after objectives that were often considered impossible (e.g. the right to have access to education, the right to have financial independence, etc.) in their country of origin. demotivating aspects the motivating aspects could become demotivating when these women’s investments are mismatched with their other investments, or when they did not want to align themselves with the culture of the new settlement. rockhill (1987) pointed out that “women are more likely to develop their english literacy skills once they are separated or divorced”, emphasizing how traditionally assigned gendered identities of women as caregivers and homemakers could prevent them from learning a language, as shown in many studies (butcher & townsend, 2011; hewagodage & o’neill, 2010; kilbride & ali, 2010; kouritzin, 2000; liversage, 2009; menard-warwick, 2004; rida & milton, 2001; rockhill, 1987; rottmann & nimer, 2021; skilton-sylvester, 2002). in many cases, married migrant women voluntarily decided not to go to class to better fulfill their roles at home or other family members prevented them from learning a language, limiting the women to their traditional domestic roles. one example of this can be found in a study conducted by kilbride and ali (2010). they found that, among other immigrant women in canada, the punjabi and urdu-speaking women were the largest jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 15 groups that had this issue. for various reasons, their family or spouses disagreed with their decision to take english classes and prohibited them from doing so. wong et al. (2009) provided another angle to look at this issue. because of their traditionally assigned identities, men had more advantages to prove themselves at work, thus they had better jobs and had more reasons to study english. in the study, of all nine participants, only alberto—the only male participant in the study—eventually managed to secure a permanent position. alberto requested his wife to waive him from doing his share of housework, so he could focus more on his job. with a better focus on his work, alberto managed to build impressive records, eventually receiving an offer for a permanent position at the hospital where he worked. his case, however, was different from the case of eight female participants in the study. some of the women were concerned about the unstable pay for working on-calls or simply unable to accept the calls because they had to take care of their children. karen, one of the participants, stated that her irregular working hours left her with very little time to be with her family. this may indicate that some married migrant women, regardless of how much they have changed and aligned themselves with the culture of their new community, still put their family on the top of their priority list even though this means putting their career aspirations on the line. the second demotivating aspect that we identified from our systematic review is the intention of married migrant women to not align themselves with the culture of their new country. in other words, it might be the wish of promoting their native language and culture that pushed them away from learning a new language. in addition to the examples of korean mothers who wanted their children to learn the korean language and culture (park, 2009; song, 2012), kouritzin (2000) presented another relevant story. she found that married migrant women sometimes also held mixed feelings complicating their decision in learning a second language. in her study, issues like preserving culture also came into play. kouritzin further explained: “they [married migrant women] saw that the means to accomplish this [maintaining the mother culture] was through their l1s, because it is jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 16 impossible to socialize children into one culture through the language of another”. thus, these immigrant women may be fully aware of the necessity of being able to speak the language of their new country, but they may also choose to prioritize preserving their culture. finally, the lack of access, which is beyond the control of these migrant women, is another factor demotivating them from learning the language of their new country. although generally these married migrant women were motivated to learn a second language, they had to discontinue their learning because of a lack of access to the language (e.g. the lack of accessible english classes, the lack of opportunities for practicing through natural exposure to english outside the classroom, the lack of opportunities to apply their language acquisition in real life, either at work, at home, or in the neighborhood). butcher and townsend (2011) found that of the four cuban women who participated in their study, only one eventually completed the foundation esl course and continued to the next level. one of the reasons for the other three to stop coming to class was transportation difficulty, i.e. on some days there was no bus and they could not afford a car. similarly, kilbride and ali (2010) also discovered that most married migrant women in canada considered transportation as one of the major barriers that prevented them from coming to language classes. they often found that the course center was far away from their home, making it difficult for them to get there. most of them did not have cars and were also not familiar with the public transportation system. in some other cases, their access also became limited due to the regulation regarding their visa status. since most of them came with a dependent visa, stating that their husband would be their sponsor, they were not eligible for the governmentfunded esl courses. this means that they had to pay tuition if they wanted to take the courses. this was a difficult option because most of them struggled financially. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 17 the lack of access was also the reason why laotian women had to rely on domestic language events—which offered interactions with social institutions like children’s daycare or administrative agencies—to learn english (gordon, 2004). even if married migrant women had access to employment, their workplace did not give many opportunities for them to practice their english. laotian women, for example, were not able to pick up much english from their workplace since most of the workers were either fellow southeast asians or latino americans (gordon, 2004). instead of being exposed to english, some managed to learn a little spanish from their workplace. a similar situation could also be seen in the case of the sudanese. the sudanese women, who were quite successful in their english course (i.e. completed different levels of esl courses), did not have many opportunities to use their english in daily communication, leaving them still disadvantaged to improve themselves. wong et al. (2009) noted that all participants in their study felt that the esl courses empowered them for being able to understand and speak the language they needed to secure employment. however, although they could communicate using the language, they did not have many opportunities to use the language in their daily life. some studies in this review also show that adult immigrant learners’ primary opportunity to use english was in the classroom, and they did not have much natural exposure to english, which discouraged them to invest more in learning the language. to conclude, warriner (2004) commented on this matter as follows: “waiting lists for english as a second language (esl) classes, a poor labor market, anti-immigration sentiments, racism, a lack of affordable child care, and difficulties with transportation represent a few of the structural factors that challenge the efforts of new immigrants to establish self-sufficiency”. in general, there were motivating and demotivating factors that influence married migrant women to learn a second language. motivating factors come to play when their investment in second language learning matched with their other investments, especially jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 6 no. 1, 2022 18 those in family, and when their self-positioning aligned themselves with the culture of the new country. demotivating factors rise when the opposites happen, i.e. their investment in second language learning did not match with their other investments and when they did not align with the target culture. the lack of access poses another factor demotivating married migrant women from investing in learning a second language. altogether, these findings have further proved that married immigrant women have many obstacles preventing them to learn a second language. conclusions in this article, we discussed the investment of married migrant women in second language learning and the impacts of gender as a social construct on their decision of such investment. the reason why we looked at investment is that in many cases migrant women are motivated to learn a second language. they know that language is a key factor to help them survive and thrive in their new settlement. however, their gender and identities are often in the way, preventing them from accessing language courses and throwing their high motivation out of the window. thus, even though motivation is important, it is not sufficient to explain their behaviors, their learning practices, as well as all the decisions they made. only investment, which takes into account numerous factors (e.g. identity, culture, ethnicity, age, socioeconomic class, marriage status, etc.) could do this task. the general findings found from the studies in the literature were the new living condition affect married migrant women’ self-positioning in their family and society, gendered identities play a critical role in making a woman invest, or not to invest, in learning a second language, and those gendered identities relevant to their family roles, such as those as mothers and wives, appeared to be the most common and powerful factors deciding their investment. references alzouebi, s., ridley, d., & alzouebi, k. 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(2009). the impact of language and skills training on immigrants’s lives. tesl canada journal, 18(2), 01. https://doi.org/10.18806/tesl.v18i2.908 https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 received: december 28th, 2022. accepted january 26th, 2023. published february 15th, 2023. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 156 speech acts analysis of the main characters in tinder swindler documentary film sri meiweni basra uin imam bonjol padang srimeiweni.basra@uinib.ac.id abstract speech acts which belongs to the field of pragmatics carrying a concept that when people say something, they perform an action. the study aims at investigating speech acts in a documentary film entittled the tinder swindler. there have been various research on speech acts in movies, but there is a lack of research on this topic which carries a documentary film as the center of attention. a qualitative research method was employed in the research using a document review as the data collection technique and descriptive and interpretative technique to analyze the data. the finding suggests that representative category dominates the utterances in the film taking 74% occurance. hopefully, this study will fill the research gap and enrich the collection of studies on speech acts. keywords: speech acts, illocutionary acts, utterances introduction people act when they speak a language. yule & widdowson (1996) points out that expressing utterances has something to do with uttering words and constructing them in the proper structure and carrying out actions through the utterances. it also greatly depends on the context when the utterance is mentioned, who says it, and to whom it is said. this concept is called speech acts. the grand theory of speech acts can be traced back to austin's work (1962). the theory of speech acts was originally developed by j.l austin through his phenomenal lectures which later was codified into a book titled how to do things with words. he reached to the conclusion that every time people use words, they do something. https://jurnal.unigal.ac.id/index.php/jall/index mailto:srimeiweni.basra@uinib.ac.id jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 157 in addition, yule & widdowson (1996) simply defines speech acts as action which is performed through utterances. an utterance is not merely words, it’s structure and the literal meaning it brings. it goes beyond those things. when an utterance is expressed by a speaker, there is an intention behind it which leads to the speaker’s expectation that the hearer would not just understand it but he/she would also do something affected by the utterance made. in line with the idea, senft (2014) further illustrates that when an utterance is produced, it initially begins with an intention of a speaker, which then caused psychological and behavioral consequences in the interaction between the speaker and the hearer. gathering the above points together, it is clear that speech acts involve words, intentions, effects, and consequences. utterances are not about words and their literal meanings in dictionary only, but it is bound by context and brings consequences to the interaction. in accordance with the above ideas huang (2017) exposes the following characteristics of speech acts. the first characteristic is that what one says as an utterance is not merely a response to the meaning of previous words mentioned, but it has more to do with a certain point or action performed prior the utterance is said at the talk. secondly, utterances sometimes have non-verbal signs for example, one shakes his head to say ‘no’ or show a disagreement. the next one is related to the context that utterances match the non-verbal action, as in approaching a sandwich counter to order a sandwich. the last one is utterances cause effects and real-world consequences. it is like when a bride or groom says ‘i do’ responding to the wedding vows in a wedding ceremony makes her/him a wife/husband, or when a judge says ‘i sentenced you to 20 years in jail’ in a courtroom to a criminal defendant definitely put him behind bars. speech acts are classified into five classes; declarations, representatives, commissives, directives, and expressives(cutting, n.d.). felicity condition has to be met so that speech acts are performed successfully. felicity condition is the attributes concerning the context and the roles of participants, the completeness of the action as well as the right intention delivered by the participants. sometimes, hearers might make mistakes in understanding utterances lacking of ifid (the illocutionary force indicating device). it jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 158 leads to a misunderstanding in a communication and causes different results than what is expected to happen. there have been various research on speech acts used in different settings. in classroom settings, basra & thoyyibah (2017) studied a speech act analysis of teacher talk in an efl classroom. the study found that directive speech act was mostly expressed in the communication. a similar result comes from another speech acts study carried out by subagiasih et al., (2018) in which the research focuses on an analysis of speech acts in a speaking class. both studies show that directive speech acts carry out the principle of communicative language teaching. it encourages teacher and students to talk more and makes the classroom easy to control. the findings are in line with the theory in yule & widdowson (1996) that directive speech acts try to make the world fit the words. however in political speeches, commissive acts dominated the utterances as the politicians promised that the world (reality) fit their words. firdaus et al., (2020) states that commissive speech acts in political speeches is used as a way to manipulate public opinions. mohammed hashim (2015) studied john kerry’s speech in presidential campaign in 2004 and george bush inaugural address in 2001. the result of the study shows that commissive acts are mostly expressed along with their purpose to promote themselves and convince the hearer. similar result found in dylgjeri (2017) in the analysis of edi rama’s victorious political speech in albania. the speech contains words expressing hopes, expectations and promises to make the country’s better future. studies on speech acts in movies have also been carried out in different angles. tutuarima et al., (2019) carried out an analysis of speech acts used in an action movie called london has fallen. by analyzing the conversation, the result shows that directive speech acts were dominantly used. isnawati & anam, (2015) study the main character in an animated movie called shrek. it is found that directive speech acts also dominates the utterances. it goes the same as the study of speech act in an animation movie called the croods conducted by kumala, (2018). the study reveals that directive and representative speech acts were dominantly expressed. there have been lots of speech acts research in action and animation movies. however, there is still lack of research on speech acts in jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 159 documentary films. therefore, this study aims at analyzing speech acts in a documentary film. the documentary film that is analyzed entitled the tinder swindler. the tinder swindler is a documentary film released in february 2022. directed by felicity morris, this film tells about a crime done by an israeli conman (imdb). the conman, simon leviev, used a dating application to search for individuals (women) to be manipulated and conned out of millions of dollars. the movie was made in the first place by the reason of exposing the conman and in the same time trying to warn everyone who use the dating app to stay alert (deadline hollywood, 2022). starred by the main conman, simon leviev, through the archive footage, the story was told chronologically by presenting some of the actual victims including cecilie fjellhøy, pernilla sjöholm, and ayleen charlotte who planned for a payback. the tinder swindler has been recognized widely across the world as it reached one of the top ten films for five weeks (on average) in 94 countries. it became the most watched documentary on netflix for weeks. the documentary was even nominated for various categories in primetime emmy awards 2022, including outstanding writing for a nonfiction program, outstanding music composition for a documentary series or special (original dramatic score), outstanding sound editing for a nonfiction or reality program (single or multi-camera), outstanding picture editing for a nonfiction program, and outstanding documentary or nonfiction special. in hollywood critics association television awards 2022, the documentary is nominated for the category of best streaming documentary television movie. these awards, recognition, and the fact that the documentary is based on a real-life story have made the documentary go viral. further, based on reading a lot of instagram comments and tweets about this documentary, it was revealed that people who have a similar story to this documentary were told to be hesitant to publicly expose their problems. the courage of the three victims in telling every bit of the story was widely appreciated to teach valuable lessons about meeting people online. this documentary film is analyzed to investigate what category of speech act dominates https://www.imdb.com/name/nm13362924/?ref_=ttfc_fc_cl_t2 https://www.imdb.com/name/nm13362925/?ref_=ttfc_fc_cl_t4 https://www.imdb.com/name/nm13362926/?ref_=ttfc_fc_cl_t5 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 160 the utterances. theoretically, this study hoped to fill the research gap on speech acts analysis with its emphasis on illocutionary acts. methodology this study was under the umbrella of qualitative method as it aims at investigating speech acts classification in the documentary entitled the tinder swindler. qualitative content analysis was used to analyse and quantify text-data. it emphasizes on the analysis of content, meaning of utterances, and symbols in communication. cho & lee (2014) reveal that content analysis originated in communication and linguistics is used to comprehend the sense of a situation which at the end yielding a set of classification that suits the data rather than generating theories from the result of analysis. further, document review is used as a data collection technique in the study. merriam in bowen (2006) mentions that any documents related to the topic of the study assist researchers to reveal or uncover the truth of a phenomena studied. bowen (2006) lists several functions of documents in qualitative research including the fact that they provide background and context, emerge questions to be discussed, serve as supplementary information, and validate findings of the research from other resources. further, he suggests that when events no longer exist and the informants can no longer be reached, documents serve the most effective way of gathering data. in the process of analyzing the data, descriptive, statistical and interpretative technique are used. the descriptive technique is used to anayze speech acts produced by the main characters in the documentary film “the tinder swindler”. next, to classify and count the utterances produced by the characters, statistical technique is used. doing this, the result of which category of speech acts dominantly used is gained. finally, the result is then interpreted to unveil the purpose of the characters using that certain speech acts by using the speech acts theory of j.l austin. findings and discussion after a thorough analysis, 705 utterances are found in the documentary. the breakdown is as follow. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 161 the documentary film entitled the tinder swindler which runs for 1 hour and 45 minutes generates 705 utterances stated by the three main characters; cecilie fjellhøy, pernilla sjöholm, and ayleen charlotte. referring to the pie there are four types of acts found with the most dominant utterances stated is representatives. the type covers 74% of the overall statements. it is then followed by expressives for 22%, directives for 3% and commissives for 1%. there is not a single utterance in representative type found in the analysis. speech acts classifications of the main characters in tinder swindler documentary film speech acts found in the tinder swindler documentary movie expressives directives commissives representatives https://www.imdb.com/name/nm13362924/?ref_=ttfc_fc_cl_t2 https://www.imdb.com/name/nm13362925/?ref_=ttfc_fc_cl_t4 https://www.imdb.com/name/nm13362926/?ref_=ttfc_fc_cl_t5 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 162 cecilie fjellhøy has the most part to do the talk in the movie. she stated 394 utterances which are divided in sections based on the issue and sequences of the events told in the film. pernilla sjöholm who satated 179 utterances in total. it is then followed by ayleen charlotte with 132 utterances. the categories identified in each character are similar. out of the five types of speech acts, four types (expressives, directives, commissives, and representatives) are located leaving the declaration type behind. representatives (74%) representative speech acts dominate the utterance said by the characters in the film. among the 394 utterance, 74% of them contain representative word clues.representatives are the statements of facts, descriptions, claims, hypotheses, predictions and the like. the utterances in this classification state that the speaker believes something to be the case or not (cutting, n.d.). qadir & riloff (2011) complete searle’s word clue for representative speech acts by adding other related clues and list them altogether. word clues in this category include words to hypothesize, insist, boast, complain, conclude, deduce, diagnose, and claim. below are the representative utterances mentioned by the characters. name of the characters utterances cecilie fjellhøy “i think everyone has that little bit of hope deep down inside that it will be as magical as they were portraying it to be.” “he had so many pictures and so many followers.” “he just suddenly asked me,"so what's your address?"” pernilla sjöholm “he asked about my passport details, booked my flight ticket, which i thought was a nice gesture.” 0 50 100 150 200 250 300 350 ayleen charlotte pernilla sjöholm cecilie fjellhøy types of speech acts used by the first character expressives directives commissives representatives declarations https://www.imdb.com/name/nm13362924/?ref_=ttfc_fc_cl_t2 https://www.imdb.com/name/nm13362925/?ref_=ttfc_fc_cl_t4 https://www.imdb.com/name/nm13362926/?ref_=ttfc_fc_cl_t5 https://www.imdb.com/name/nm13362926/?ref_=ttfc_fc_cl_t5 https://www.imdb.com/name/nm13362924/?ref_=ttfc_fc_cl_t2 https://www.imdb.com/name/nm13362925/?ref_=ttfc_fc_cl_t4 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 163 “i gave him a little bit of a prince emoji next to his name, because that's how he's behaving sometimes.” “it's quite rare that you meet someone and you have this instant connection” ayleen charlotte “i saw that this girl, cecile, met him on tinder.” “simon was a fugitive.” “suddenly i realized i was in a quite powerful position.” the characters, in these movie, stated a great number of utterances in representative speech act because they intended to give thick descriptions about the issue in which they are defrauded by a guy called simon leviev. sentences with word clues of claiming, describing, and reporting dominate the movie script as they aim to let the world know what is happen, who the main is, and how they get into their situation. expressive (22%) the former category is followed by expressive speech act which covers 22% of the utterances. yule & widdowson (1996) categorize word clues for expressing speech acts. the clues are related to statements of likes, dislikes, pain, pleasure, regret, apology, praise and congratulation. name of the characters utterances cecilie fjellhøy “i’m shit scared.” “of course, i get paranoid” “it wasn’t a good night” pernilla sjöholm “she’s this typical, like, russian model, quite young. but she’s very down to earth and i really like her.” “i am getting so scared” “i…panic” ayleen charlotte “i loved him very much” “i had so many emotions” “i was so angry and i wanted to scream” most words clues found in this documentary is utterances containing the feel of dislikes, pain, and regret. the documentary tells people the negative experience had by the three women. it is found in the documentary that after an issue is addressed or after descriptions, statements of facts, claiming, or reporting are mentioned, they mostly have this expressive word clues to share what the characters feels. directives (3%) only 3% of the overall total of the utterances revealed in this documentary. as its name suggests, this category of speech act direct the listeners to do what a speaker intend to say. in expressing directive utterances, the speaker tells what he/she wants the hearer addressed to do. the utterances can be in the form of positive and negative sentence. acts related to https://www.imdb.com/name/nm13362926/?ref_=ttfc_fc_cl_t5 https://www.imdb.com/name/nm13362924/?ref_=ttfc_fc_cl_t2 https://www.imdb.com/name/nm13362925/?ref_=ttfc_fc_cl_t4 https://www.imdb.com/name/nm13362926/?ref_=ttfc_fc_cl_t5 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 164 commanding, requesting, ordering, suggesting and forbidding belong to this classification (yule & widdowson, 1996). here are examples of directive utterances found in the documentary. name of the characters utterances cecilie fjellhøy “they tell me to google shimon hayut” pernilla sjöholm “just tell me the truth, how it is.” ayleen charlotte “cry me a river” since this kind of documentary tries to expose past experience issues, utterances containing directive speech acts which get people to do something are not emphasized. commissive (1%) commissive speech acts appear in the documentary taking only 1% of the total utterancances. commissive speech acts are characterized by sentences expressing promising, offering, threatening, refusing, vowing and volunteering (cutting, n.d.). in other words, commissive speech acts are utterances which commit the speaker to action he plans to do in the future. name of the characters utterances cecilie fjellhøy both of us had a goal that this needed to come out in as many newspapers in as many countries as soon as possible. pernilla sjöholm a gold digger would never give out a penny ayleen charlotte i was never going to send him the money similar to directive, commissive speech acts are not so much emphasized in this documentary as the documentary aims to report past events only. conclusions based on the findings and discussions, out of the four category of speech acts found in the movie, representatives category dominates the overall utterances for 74%. the reason of having more representatives compared to other categories is that this documentary film retells past experience. in retelling a story, statements of facts, opinions, claims, and description contribute in building the structure. the category is then followed by expressive for 22 % with the emphasis on negative utterances as this film tries to reveal a crime. next, the film involve only 3% of directive speech acts. it goes the other way around with the representative speech acts, as when one retells a story, there are going to https://www.imdb.com/name/nm13362924/?ref_=ttfc_fc_cl_t2 https://www.imdb.com/name/nm13362925/?ref_=ttfc_fc_cl_t4 https://www.imdb.com/name/nm13362926/?ref_=ttfc_fc_cl_t5 https://www.imdb.com/name/nm13362924/?ref_=ttfc_fc_cl_t2 https://www.imdb.com/name/nm13362925/?ref_=ttfc_fc_cl_t4 https://www.imdb.com/name/nm13362926/?ref_=ttfc_fc_cl_t5 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 165 be fewer directive speech acts mentioned. it is because retelling a story like what this film tries to do has nothing to do with asking someone to do something. references basra, s. m., & thoyyibah, l. (2017). a speech act analysis of teacher talk in an efl classroom. international journal of education, 10(1), 73. https://doi.org/10.17509/ije.v10i1.6848 cutting, j. (n.d.). pragmatics and discourse—a resource book for students. dylgjeri, a. (2017). analysis of speech acts in political speeches. european journal of social sciences studies, 0, article 0. https://doi.org/10.46827/ejsss.v0i0.66 firdaus, s. f., indrayani, l. m., & soemantri, y. s. (2020). analysis ri -rnrzl¶v &rpplvvlyh 6shhfk $fwv in 2014 and 2019 inaugural address: a pragmatic study. 18. huang, y. (ed.). (2017). the oxford handbook of pragmatics (first edition). oxford university press. isnawati, f. d., & anam, s. (2015). speech acts analysis of the main character in shrek movie script. 1. kumala, a. f. i. (2018). an analysis of speech acts in the croods movie. mohammed hashim, s. s. (2015). speech acts in political speeches. journal of modern education review, 5(7), 699–706. https://doi.org/10.15341/jmer(21557993)/07.05.2015/008 qadir, a., & riloff, e. (2011). classifying sentences as speech acts in message board posts. proceedings of the 2011 conference on empirical methods in natural language processing, 748–758. https://aclanthology.org/d11-1069 senft, g. (2014). understanding pragmatics. routledge/taylor & francis group. subagiasih, n. l. e., nitiasih, p. k., & budasi, i. g. (2018). analysis of speech acts during speaking class at smp pgri 5 denpasar. 6(2). tutuarima, z., nuraeningsih, n., & rusiana, r. (2019). an analysis of speech act used in london has fallen movie. vision: journal for language and foreign language learning, 7, 140. https://doi.org/10.21580/vjv7i23022 yule, g., & widdowson, h. g. (1996). pragmatics. oup oxford. 55 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 received: december 4th, 2022. accepted january 26th, 2023. published february 15th, 2023. an analysis of english grammar in the perspective of nahwu muh shofiyudin nahdlatul ulama islamic university jepara indonesia hamidaturrohmah* nahdlatul ulama islamic university jepara indonesia hamida@unisnu.ac.id fikky nuryah tholhah nahdlatul ulama islamic university jepara indonesia lukluan mansuro nahdlatul ulama islamic university jepara indonesia abstract the mastery of english as an international language can be the main key to face some substantial challenges in this era. however, the difficulty in mastering english is such a big problem for learners, some learners still often encounter errors in learning english. one of the factors caused errors in english is a contrast from one language to another in which there are various differences and similarities, especially in the language structures or syntax. based on the problem, for further studying english grammar needs to analyze its inherent characteristics. this study aims to identify and analyze the similarities and differences between english grammar and nahwu, as the language structure of arabic. this study is a qualitative descriptive research. the data was gathered through library research. the instruments used are books, journals, encyclopedias, periodicals, papers, and articles providing data related to the topics of this study. analysis contrastive was used to evaluate for correctness, applicability, and dependability of the acquired data, which was then described and analyzed to form of conclusions. the finding showed that there are several similarities and differences between 1) part of speech, word classification in english and in arabic called as kalimah (كةمل). 2 ) english tenses and the use of fi’il in arabic syntax or nahwu. there are eight categories of part of speech in english and three categories of kalimah ( ك ةمل ) in arabic. part of speech consists of: noun, pronoun, verb, adverb, adjective, preposition, conjunction dan interjection. then kalimah ( ك ةمل ) in arabic has isim (مسإ), fi’il ( فع ل ) and huruf ( حر ف ). amount of every categories are different due to the different categories used. keywords: english, grammar, arabic, nahwu, syntax introduction language has its own characteristic in term of structure and meaning. these characteristic creates similarities and differences from one language to another. (wildan, 2021). understanding language rules is the main key for mastering language properly and correctly so the emergence of the most serious mistakes and errors can be minimized (nashoih & darmawan, 2019). students often face various difficulties due to differences of language rules, structure and its meaning. those similarities and differences, https://jurnal.unigal.ac.id/index.php/jall/index mailto:hamida@unisnu.ac.id 56 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 especially in english and arabic should make it easier to understand. this can help learners having arabic as their basic foreign language learn english easier. in the linguistics study, comparing two or more language and contrastive analysis is similar (bahrain, 2021). in terminology, contrastive analysis is a process of comparing two or more languages based on descriptive linguistics to find their similarities and differences. thus, those are very interesting to study to minimize errors in both english and arabic learning. as two foreign languages that have long history with a legacy of civilization, english and arabic used by almost two thirds of world’s population (fahria, 2018). english and arabic, both are the most foreign languages used with various kinds of labels attached so its existence on an international scale have some implications. besides, based on their characteristic, the both were chosen to be the objects of this study. some researchers have conducted the study on the english and arabic using contrastive analysis. fahria (2018) conducted linguistic study using contrastive analysis on al-na't ( ال ن عت ) and adjective. aini (2021) did qualitative study by contrastive analysis on the use of gerund and masdar ( مصدر ). contrastive study contains the means to facilitate language learning facility and minimize language comprehension errors. accordingly, based on the necessary of mastering linguistics and literature, it aims to analyze, investigate and develop linguistics mastery to be a literature that promotes and improves english learning quality. analyzing english grammar in the perspective of nahwu is in accordance with unisnu jepara study purpose where education enhancement, skill and technology are pointed based on aswaja values where arabic mastery, especially nahwu is one of it. in the real implementation, there are many islamic boarding school students or students studying in madrasa still face difficulty in mastering english. rather, arabic language can be mastered. shofiyuddin (2019) stated that most of students in a madrasa in kudus understand nahwu well but they seemed to have difficulty in understanding english grammar. this data gathered from questionnaire result. therefore, this study aimed to provide facility in understanding word classes and the use of verbs in english and arabic practically through contarstive analysis of the similarities and the differences of english and arabic. the writers hope this study can improve skill and knowledge in the resources development especially in the international scale. 57 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 methodology this study is a descriptive qualitative study where the data was gathered through library research. in this study, the writers are as the key of data collection and the collecting data used sample, data resources and snowball. in this study, the writers tried to decribe, contrast, analyse and interprete the variable based on the literatures obtained. (sugiyono, 2017). the literatures used are books, journals, encyclopedias, periodicals, papers, and articles provide data related to the study. there are some phases of this study. first (1) collecting data from various references related and relevant with the study. the references of this study are book, journal, literature and documentation. second and third (2 & 3), analyzing part of speech of english and nahwu in the arabic, tenses and the use of fi’il. fourth (4), the classification of part of speech and kalimah ( لكمة ), and tenses and the use of fi’il. fifth (5), comparing part of speech and kalimah ( لكمة ), and tenses and the use of fi’il using contastive analyze. sixth (6), formulating the result by describing the similarities and the deferences between part of speech and kalimah ( كلمة ), and between tenses and the use of fi’il. seventh (7), the validation from the linguists of arabic and english toward the result of contasting part of speech and kalimah ( لكم ة ), and tenses and the use of fi’il to minimize some errors in the study. eighth (8), the disemination of study as the form of superficial and liability toward the study. the aim of the disemination is to showing the result of this study for people. the object of this study are part of speech and tenses in english grammar and kalimah ( لكم ة ) and the use of fi’il in arabic structure. in this study, the research instrument used is an analytical note sheet through a literature study and an expert validation sheet filled out by experts in english and nahwu science fields. this validation sheet is based on indicators in english and arabic word classification, and tenses and the use of fi’il analysis. the data taken is data that is relevant to the object of this study, namely part of speech (word class) and tenses in grammar in english and kallimah ( لكمة ) and the use of fi’il in nahwu, in arabic from various literary sources. this data collection of this study is a literature study. data on english grammar were collected from linguistics and grammar books such as: betty schrampfer azar: understanding and using english grammar, fifth edition, david crystal: a dictionary of linguistics and phonetics, marcella frank: modern english: a practical reference guide, bloomfield, l: language, as well as other english books relevant to research 58 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 studies. the data on the science of nahwu (grammar in arabic) were collected from various arabic books and also nahwu books such as jurumiyyah and mutammimah. furthermore, grammatical data from english and arabic will be analyzed using contrastive analysis techniques by comparing english and arabic (nur, 2016). the process of data analysis followed several stages, namely: 1) describing and classifying english and arabic grammar, namely laying out the overall subject matter which includes english and arabic word classes and tenses. 2) ensure that the grammars are comparable. 3) compare the grammar in terms of word classes and tenses of the both languages by looking at the similarities and differences in them. findings and discussion this study is conducted using contrastive analysis method by analyzing the similarities and the differences between english grammar and nahwu through various resources to contrast both of them. some contrastive linguists encourage a polisystemic approach that is "based on the assumption that language is essentially a system of systems" such as phonological systems, morphological systems, syntactical systems, and semantical systems. james (1986) assumed there are two procedures taken to contrast the components of two languages being 'compared', namely (1) description and (2) comparison. the first is description. it is by presenting certain level of source language and target language through transfering rules and translation. di pietro (1971:48) stated that translation is a basic aspect of contrastive study. the procedure is presenting source language sentences that have the same instruction expressed in different sentences of target language. the second one is comparison. it is by aligning the source language with the target language to be compared. the emphasis in this comparison is to identify the differences aspects between the grammatical systems of the source language and the target language. the comparison of grammar and nahwu in this study is limited into two aspects, namely, part of speech and tenses. after collecting the data and analyziing some sources, it can be described as follows: 1. word class english word class is called by part of speech while in the arabic is called by kalimah ( ك ل مة ). 59 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 a. part of speech part of speech is the term of grouping types and word functions in english (kardiman, 2014). in general, there are 8 categories of part of speech: 1) noun. it is the type of word used to identify any class of people, place or things. the examples: andi, chair, school, dan water. 2) pronoun. it is a phrase or word that it used as a substitution for noun or noun phrase in a sentence. the examples: i, you, him, hers, dan themselves 3) verb. it is a word that used to indicate an action or occurrence a state of being in a sentence. the examples: speak, is, sleep, will, dan writing. 4) adverb. it is a word that is used to express some relation of manner or quality, time or degree and place. it can modify a phrase, clause or sentence. the examples: usually, yesterday, at home, surely, dan in the morning. 5) adjective. it is a word used to manifest or describe a noun located thereafter. the examples: small, smart, hot, fast, dan good. 6) preposition. it is a word that is used syntactically and located in front of an object. the examples: by him, for you, to jepara, on the table, dan from my friend. 7) conjunction. it is a word that used to connect between one sentence to another or parts of a sentence. the examples: after, while, then, and and. 8) interjection. it is a word that occurs as an utterance expresses a spontaneous reaction. the examples: watch out! wow! and what a heavy day. b. لكم ة (kalimah) the words class in arabic is called kalimah ( لكمة ). kalimah ( لك مة ) is a composed of word that has a perfect sense intentionally in arabic. in nahwu, it is mentioned that kalimah is a word that has a function and meaning (zakaria, 2014). there are three categories of لكمة in arabic, namely: 1) isim ( إمس ). it is a word which indicates a noun and it is used for someone or something. the examples: لت مذي (students), اع ئش ة (aisyah), and مسرد ة (school). 2) fi’il ( فعل ). it is a word that indicates an action or activity. the examples: هذ ب (go), أك ل (eat), dan سلج (sit). 3) huruf ( حفر ), it is a word that has no meaning but lined up with another word and it has a function in a sentence. the examples: من ,إلى ,يف and عل ى (mahrus, 2016). c. tenses 1. tenses in english tenses is verb changes based on its time and form of occurrence. there are 16 tenses in english: 1) simple present, 2) present continuous, 3) present 60 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 perfect, 4) present perfect continous, 5) simple past, 6) past continuous, 7) past perfect, 8) past perfect continuous, 9) simple future, 10) future continuous, 11) future perfect, 12) future perfect continuous, 13) past future, 14) past future continuous, 15) past future perfect, 16) past future perfect continuous. those 16 tenses are combination result of 4 time names (present = current time, past = past time, future = future time, dan past future = future in the past) and 4 event forms (simple = routine/ a fact, continuous = it is happening/in progress, perfect = has been, and perfect continuous = still in progress) (shofiyudin, 2019). there are some differences in the use of those tenses both in the use of the ordinary verb (the main verb) and the use of auxiliary verb. here is some examples of the use of simple present in those conditions “she goes to semarang” when this sentence is changed to the form of simple future, it becomes “she will go to semarang”, another example is a sentence in the form of present continuous “my friends are writing a letter right now” when this sentence is changed to the form of simple past, it becomes “my friends wrote a letter yesterday” 2. tenses in arabic there is no term of tenses in arabic. however, there is the discussion of the use of fi’il ( فعل ) as a verb in arabic in which the use depends on the time. based on the result of the study, there are some similarities and differences between english and arabic structure 1) part of speech (word class) in english and arabic word class that called kalimah (لكمة) 2 ) english tenses and the use of fi’il ( فعل ) in arabic. the comparison of part of speech dan كلم ة the word class in english is called as part of speech while in arabic it is called as kalimah لكمة . there are some similarities between part of speech and لكمة : tabel 1.1 the comparison of part of speech dan كلم ة . part of speech ك ل مة -noun ا سم -pronoun فع ل -verb حفر -adverb adverb of manner = مسا ( الح( 61 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 سا م personal pronoun = (ا سم ) ض م ير demonstative pronoun = (اسم) ةراشإ relative pronoun = (ا سم ) مو ص ول ordinary verb = ) ف ع ل )اع يد auxiliary verb = ك لم ة حرف of manner = (ا سم) الح of time = (ا سم) فرظ زمان of place = (ا سم) فرظ مكان (ا سم ) نتع / صفة (ح(فر جر فطع (فرح ( adverb of time = (اس م) فرظ ز مان adverb of place = (ا سم) فرظ مكان -adjective ن عت / صفة -preposition فرح جر -conjunction فطع -interjection بج عتت from the table above, it can be known that there are 8 categories of word classes in english while arabic only clasifies it into 3 categories. 8 categories of word classes in english are noun, pronoun, verb, adverb, adjective, preposition, conjunction dan interjection. then 3 categories in arabic are of فعل ,اس م and فرح. the total of categories are different due to the difference in the categories used. word classes in english are classified not only based on the basic word types but also their functions (napitupulu, 2019). for example, the word ‘white’ in english that means ‘white colour’ is classified as adjective (not a noun) while in arabic the word أ ب ضي that means ‘white colour’ and served as an adjective is classified into adjectives and it is not included in the part of لكمة discussion topic. in arabic word class is only clasified based on their basic word type. tabel 1.2 the comparison of part of speech and كلم ة noun pronoun verb adverb adjective preposition conjuction 62 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 interjection ب ج ع تت from table 1.2 it is known that three types of لكمة are scattered throughout the part of speech, such as مسإ which is spreaded on nouns, pronouns (personal pronouns and relative pronouns), adjectives, and adverbs. in other hand, fi’il can only compare with verb. while فرح is spreaded on verb (auxiliary verb), preposition and conjunction. this shows that there are differences in the grouping of types of words in english and arabic. the grouping of word types in arabic ( لك مة ) is grouped only by their basic word type, while in english it is grouped by word type and its function. the comparison of tenses in english and arabic tenses can be defined by changes or differences in the use of verbs that occur based on the time and events conveyed. english grammar has 16 tenses. those are actually a combination of 4 times in english (present, past, future, and past future) and 4 forms of occurrence (simple, continuous, perfect and perfect continuous). it is known that each time in english has 4 forms of occurrence or condition. this is in contrast to the change of the verb ( فعل ) in arabic. arabic does not recognize the term of tenses, but the condition applies to the use of فعل in a لمجة (sentence). in arabic, changes or differences in the use of فعل occur only on the basis of time, and without the basis of the form of occurrence. there are only three times used, which are called زمن , namely زم ناح ل , زمن م ض ى and زمن سإتقاب ل . however, on this issue, there are only 2 فعل used, namely فعل م ض را ع and فعل مض ى . based on the results and discussion, it is known that english and arabic grammar have several similarities and differences. these similarities and differences can be seen in the following table: tabel 1.3 the similarities and differences of grammar in english and arabic the similarities no english arabic 1 the grouping of words called part of speech the grouping of words called ك لم ة 2 the verb forms which is used to express activities at different times has different forms فعل which is used to express activities at different times ( مز ن ) has different forms 3 there are two sentence forms called verbal and there are two sentence forms called فع ل ية and إ سم ي ة . 63 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 nominal sentence 4 there are 2 verb categories, namely: ordinary verb (as the main verb) and auxiliary verb (verb that used to create negative and interrogative sentences). it has كل م ة فع ل (ordinary verb) and كلمة فرح (huruf يفن and إس ت فه ام function as auxiliary verb). the differences no english arabic 1 the total number of types of words is 8 types the total number of types of words is 3 types 2 the types of words are classified based on the basic word type and its function the types of words are classified based on the basic word type only 3 the use of verb froms based on the time and condition is called tenses. arabic has no specific term of using different فع ل based on the time. 4 the use of verb forms based on their time and occurrence has 16 types (tenses). the use of فع ل based on its time ( مزن ) only categorized into 3 categories which is not based on the occurrence based on the table above, it is known that grammatical similarities between english and arabic occur in: 1) the existence of terms of grouping word types, 2) the use of different verbs when expressing activities at different times, 3) there are two types of sentences, and 4) in making negative and interrogative sentences require additional words. whereas in the difference between the two occurs in 1) the number of types of words, 2) the basis for grouping word types, 3) the basis for the use of different verbs, and 4) the number of forms of use of verbs. the existence of this study provides convenience for someone in learning arabic and english. where these two languages are important languages that everyone in this world needs. in line with the results of andriani's research which shows that arabic has a very important position in various aspects, both as a language of revelation, a language of worship and a language of international communication. so that learning arabic is one of the main keys to open the door to science, both religious, social, political, economic, and cultural (andriani, 2015). meanwhile, the results of handayani's research show that english is an asean language (work language) so it is important and very much needed by the community to be able to communicate with anyone (handayani, 2016). 64 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 conclusions from the discussion, it can be concluded that the result of this study shows several similarities and differences in english and arabic. the similarities are 1) both have word classification terms, 2) the form of the verb used is different when used to express activities at different times, 3) both have two kinds of sentence, and 4) there are 2 categories of verbs, namely the main verb and auxiliary verbs to create negative and interrogative sentences. while the difference is 1) the group of word types in english amounts to 8 types (noun, pronoun, verb, adverb, adjective, preposition, conjunction and interjection) while arabic has 3 types ( فعل ,امس and 2 .(فرح) the grouping of word types in english based on the type of the base word and its function whereas in arabic it is only based on the base word. 3) the use of verb forms is based on the time and their occurrence in english is called tenses. whereas in arabic there is no specific term for the use of the form فعل based on 4 ز من ) the use of verbs based on the time and their occurrence has 16 types while in arabic there are only 3 types of the use of فعل based on زمن which is not based on the form of occurrence. references andriani. 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(2019). pengembangan bahan ajar nahwu berbasis kontrastif untuk mengatasi interferensi bahasa indonesia terhadap bahasa arab. arabiyatuna : jurnal bahasa arab, 3(2), 335. 65 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 nur aini, s. m., ikhwan, z. n., & alfan, m. (2021). analisis kontrastif sintaksis penggunaan gerund dalam bahasa inggris dan bahasa arab. lisanan arabiya: jurnal pendidikan bahasa arab, 5(1), 1–12. nur, t. (2016). analisis kontrastif dalam studi bahasa. arabi : journal of arabic studies, 1(2), 64. shofiyuddin. (2019). rumus mateng integrasi mathematics-english pada pembelajaran tenses. komojoyo press. sugiyono. (2017). metode penelitian kuantitatif, kualitatif dan r&d. alfabeta. wildan, m., pujiati, t., & nurhuda, z. (2021). analisis kontrastif kelas kata bahasa arab dan bahasa indonesia (the contrastive analysis of arabic word classes and indonesian). indonesian language education and literature, 6(2), 202. zakaria. (2014). ilmu nahwu praktis. garut: ibn azka. https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 received: december 28th, 2022. accepted january 26th, 2023. published february 15th, 2023. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 164 lexicon of costumes in the rangda dance pande agus putu dharma putra* universitas pendidikan ganesha, indonesia pandedharma261@gmail.com i gede budasi universitas pendidikan ganesha, indonesia dewa putu ramendra universitas pendidikan ganesha, indonesia abstract balinese culture has many traditions. one of the traditions in bali is the balinese dance that exists in bali. several dances have a sacred meaning for balinese people. one of the dances is the rangda dance. this dance contains many lexicons in the dance's costumes. this study aimed to discover the lexicons that exist in rangda dance costumes. this study is designed as descriptive qualitative research using the ecolinguistics approach. the data were obtained through observation and interviews with selected informants. the study's result shows that twenty-seven lexicons exist in rangda dance costumes. the data were categorized into the lexicons in the mask (ten lexicons) and lexicons on the costume (seventeen lexicons). those lexicons including tapel rangda, terang, kumba, petitis, lidah api, teteh api, jangar api, rambut, jebug, bungan jepun, jaler reringitan, baju reringitan, udeng, badong mute, badong kulit, angkeb baong, tapih, ampok ampok, kuku, basang basang, sabuk, baju pepontangan, jaler pepontangan, semayut, nyonyo. galeng, and kereb. keywords: lexicons, ecolinguistics, rangda, costumes introduction in indonesia, a lot of languages are spoken by people to communicate with each other. indonesia itself is a pluralistic country that has so many languages. the indonesian language is the country's primary language and local languages that spread across the country. in bali, there is balinese which is the local language that the balinese people commonly use to communicate in their daily life. giri (2017) mentioned that the use of balinese language has decreased in its daily application both in quality and quantity this situation can lead to a language extinction. from the situation above, local people in bali need to maintain the local languages as their local and mother tongue language. to support this local language and keep this https://jurnal.unigal.ac.id/index.php/jall/index mailto:pandedharma261@gmail.com jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 165 language from extinction or commonly known as language death. giri (2017) also mentioned that balinese people should continuously use the language from one generation to the next generation. balinese dance is one of the traditional dances which is a part of the culture in bali that have a lot of categories. according to bandem (1979), balinese dance has three categories from wali dance, bebali dance, and balih-balihan dance. this statement supported by yulianti et al. (2014) which stated that balinese dance has three categories according to their its sacredness. the first category is wali dance. this category usually performed in balinese temple in bali. the second category is bebali dance. this category is a dance which performed as an accompaniment to balinese ceremonies. the third category is balih-balihan dance. this dance category usually perform a dance with a entertainment purposes. rangda is a noun that signifies 'widow' in ancient high balinese and the old javanese language, kawi. rangda is the divine negative energy's female incarnation. this is a well-known performance in balinese culture because this performance is sacred to balinese people. according to wirawan (2021), the rangda dance is always performed with the barong dance because it symbolizes dualism, which is called "rwa bhinneda" in balinese culture. then, as time progressed, several villages in bali rangda dance performed without the barong dance's performance. this happens because, in balinese culture, there are several local rules called "desa, kala, patra," which must be followed by the people in a village. wirawan (2021) mentioned that the performance of the rangda dance can be found in many places in bali as a sacred dance. however, many people did not know about the meaning of the dance itself. specifically, many terminologies found in rangda dance are closely related to the study of lexicons, in which the lexicons are lists of vocabularies tied to a culture and language. in order to prevent balinese language from extinction. dewi et al. (2020) stated that those who want to learn balinese dance should also learn the balinese language to prevent the extinction of the culture's language by preserving the technical terms in the dance from the dance's lexicons. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 166 several studies have been done to study balinese culture and arts lexicons. such as the lexicon in tabuh rah ceremony and legong keraton dance. these studies are conducted to maintain the local language, especially in bali. however, the study of lexicons in balinese traditional dance, especially rangda dance, was never done by former researchers. methodology the present study was designed in the form of a qualitative descriptive method. the data were collected through interviews with the informants about the rangda dance. the data were collected by using observation sheets and an interview guide. the subjects of this study were balinese people who usually perform a rangda dance. the informants were selected as the study informant based on these criteria. (1) the informants can speak on behalf of their community, (2) the informants have positive connections with the members of their society, (3) there must be sufficient time to conduct the interviews with the informants, (4) the informants have never been away from their hometown for more than a few years at a time. (5) the informants use the balinese language as their native language for everyday communication. (6) the informants' age range is at least 20 years old, (7) the informants have sufficient knowledge of their language and culture and are friendly, patient, and open-minded, (8) the informants can communicate effectively and do not have any issues with their speech organs. this study focused on dancers' knowledge of the costumes in rangda dance. the setting of this study was at yayasan santi gita umbara, gianyar regency, bali. the researcher chose to conduct the research in this place because gianyar regency is mainly known for the barong and rangda dance in bali. this research used the miles and huberman data analysis approach model (1994). data analysis consisted of three stages: data reduction, data display, and conclusion drawing/verification. in data reduction, rangda dance lexicons' data were categorized into several categories. in the data display, the data were shown by providing the lexicons and their meanings. the data were concluded in the conclusion-drawing stages. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 167 findings and discussion there are several lexicons found on the costumes of the rangda dance. in the rangda dance performance, the performer uses a mask called tapel rangda. several lexicons can be found in the mask. moreover, based on the interview, the lexicons of rangda costumes are called reringitan. the data of the lexicons of rangda dance's costumes are shown in the description below. table 1 lexicons related to the mask on rangda dance no lexicons description 1. tapel rangda a mask that represents the rangda character 2. lidah api a fabric with leather carving that represents the tongue of rangda. 3. terang a carving above the eyebrow on the rangda mask. 4. kumba a carving above terang (metal carving above the eyebrow of rangda). 5. petitis a carving made from metal painted with gold colour placed above the kumba (an ornament in rangda dance mask) 6. teteh api a leather carving in the form of fire that came out from the rangda mask mouth. 7. jangar api a leather carving was placed on top of rangda's mask. that represents the fire that came from the crown of rangda. 8. rambut a part made from animal hairs or natural fiber that represents rangda's hair. 9. jebug an ornament made from twisted cotton place in the ear of the rangda dance mask. 10. bungan jepun a flower from plumeria plants that is usually used in a balinese ceremony from table 4.10, there are ten lexicons found in the rangda dance mask. these lexicons include tapel rangda, terang, kumba, petitis, lidah api, teteh api, jangar api, rambut, jebug, and bungan jepun. tapel rangda is the whole mask of the rangda dance. the mask itself is made from a sacred wood. usually, the mask is made from kayu kepuh, kayu bingin, kayu jepun, and other kind of wood that has a spiritual energy in balinese culture. the mask represents the characteristic of rangda. lidah api lexicon is a representation of the tongue of rangda. it is made from a fabric with a leather carving in a form of fire. this representing the tongue of rangda which has a fire as her power. teteh api lexicons is a representation of the saliva from the rangda. it is made from a leather carving that shaped as a fire. this represents the power and the anger of rangda. jangar api lexicon is a representation of the crown of the rangda. this crown is made from leather that shaped to a fire form. this represents the power and the anger of rangda. the jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 168 lexicon rambut is represented the rangda's hair. this hair can be made from human hair, horse hair, the fiber from pandan bali plants, and any other hair. even in some places in bali, this part is made from bird feathers. lexicon bungan jepun is a flower from plumeria plants. this has a function as the decoration in rambut of the rangda. this represents the beauty of the rangda itself. table 2. lexicons related to costumes in rangda dance no lexicons description 1. jaler reringitan it's a part of rangda dance costumes that used as pants with three colours schemes. these colours are black, red, and white. it has decoration which made from fabric that shaped into triangle shape. 2. baju reringitan it's a part of rangda dance costumes that used as shirt with three colours schemes. these colours are black, red, and white. it has decoration which made from fabric that shaped into triangle shape. 3. udeng a cloth used to protect the head of dancer 4. badong mute decorated fabric with prada and decorated with colourful beads. 5. badong kulit decorated fabric with a leather addition 6. angkeb baong a piece of decorated fabric used on the top of badong 7. tapih a piece of fabric used on the waist on the dancer. 8. ampok ampok a decorated belt made from leather used on the waist of the dancer. 9. kuku a pair of gloves with addition of artificial nails and human hair. 10. basang basing a part of costumes that similar to human intestines. 11. sabuk a belt made from a piece of fabric. 12. baju pepontangan it's a part of rangda dance costumes that used as a shirt with three colours schemes. these colours are black, red, and white. 13. jaler pepontangan it's a part of rangda dance costumes that used as pants with three colours schemes. these colours are black, red, and white. 14. semayut a strap used on the dancer's chest 15. nyonyo a part that looks like human breast. 16. galeng a pillow that used by the dancer. 17. kereb a piece of fabric that has a sacred drawing called rerajahan. referring table 2, there are 17 data of costumes on the rangda dance lexicons based on the interview with informants of this research. there are jaler reringitan, baju reringitan, udeng, badong mute, badong kulit, angkeb baong, tapih, ampok ampok, kuku, basang basang, sabuk, baju pepontangan, jaler pepontangan, semayut, nyonyo. galeng, and kereb. the lexicon baju reringitan and jaler reringitan refers to the part in rangda dance costumes that made from fabric shaped into triangle. this represents the body hair of the rangda. the reringitan used three colours' schemes, there are black, white, and red. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 169 that represent tridatu in balinese culture. the colour red representing dewa brahma who is the god of creation in balinese culture. the colour black representing dewa wisnu who is the guardian god in balinese culture, and the colour white representing dewa siwa who is the god of destruction in balinese culture. the lexicon udeng refers to the white fabric that used by the dancer on the head. this has a function to protect the head of the dancer from the bamboo basket that used in rangda mask. in several places in bali, udeng also included with the sacred drawing from bali called rerajahan. the lexicon badong mute refers to the piece of fabric that used in the neck of the dancer. this fabric decorated with beads and prada which is the gold like painting in balinese culture. the shape of badong mute is round and used in the neck of the dancer. the meaning of this costumes is as the protection for the neck and chest. this part is symbolizing as the position of a queen in the story. the lexicon badong kulit refers to a piece of fabric that used in the neck of the dancer with addition of leather and human hair. this represents the symbol that the rangda is also use the part of human body as the part of the costumes. the lexicon angkeb baong is a piece of fabric decorated with prada and beads. used on top of badong mute and badong kulit. the lexicon tapih refers to the fabric that used by the dancer of the rangda on the chest. tapih representing the fabric that used by the rangda when she transforming from human into rangda. the lexicon ampok ampok is the part of the costume of rangda dance that used in the waist of the dancer. this part made from a leather and decorated with human hair. this represented the position of the rangda who is the queen and she has a lot of followers. the lexicon kuku is the part of costume of rangda dance used in the hand of the dancer. this part of costume is a pair of gloves that made from fabric and decorated with the artificial nails and human hair. this represents the anger of the rangda and this show the final form of the transformation from human into rangda. the lexicon basang basang is refers to the part of rangda costumes with a shape like a human intestine. this part made from fabric and also has tridatu colours. this represents the human intestines that used by the rangda as her decoration in her body. these intestines are coming from the dead body of the human. this represents the power of the rangda as she is the ruler of the black magic. the lexicon sabuk is refers to a balinese traditional belt that made from a jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 170 fabric. this part is used to secure the costumes of the rangda dance. this also used as the protection from any sharp thing that used in the performance. such as keris, tombak, or klewang. the lexicon baju pepontangan and jaler pepontangan refers to the part of rangda dance costumes. this part is a shirt with tridatu colours. the colour red representing dewa brahma who is the god of creation in balinese culture. the colour black representing dewa wisnu who is the guardian god in balinese culture, and the colour white representing dewa siwa who is the god of destruction in balinese culture. this represents the circle of life in balinese culture. sémayut is the costume used on the dancer's chest. this costume has a shape similar to a backpack's straps. this part used as the base to attach the other costumes such as basang basang. nyonyo, etc. the lexicon of nyonyo is refers to the part of rangda costumes that looks like human breast. this part used on the chest of the dancer. this part of costume is representing the feminism since rangda is representing the widow from dirah who mastered the black magic. galeng refers to the part of the costumes of the rangda dance. galeng is a pillow that used on the stomach from the dancer. this part used as the protection for the dancer when performing the dance. kereb refers to the white fabric that used by rangda on her hands. she usually flicking this fabric since this part has a magical power to defeat her enemies. in bali, kereb is a sacred fabric since it has a sacred drawing called rerajahan. this study identified and analyzed the lexicons associated with the costumes in the rangda dance performance. this study also complemented with the cultural meaning of the lexicons related to the costume of rangda dance. in this study, 27 lexicons are found in the rangda dance costumes. on the costume lexicons, there are the mask (ten lexicons) and the costumes (seventeen lexicons). several similarities exist between this research and the work of dewi et al. entitled "lexicons in legong keraton dance" (2020). the research by dewi et al. (2020) is a descriptive qualitative study utilizing ecolinguistics principles addressing the lexicons in balinese dance. in this research uses a researcher, observation sheet, and an interview guide as the instrument to collect the data. however, the research purpose for this study and the work of dewi et al. (2020) is different. this research focused on the lexicons of the jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 171 rangda dance, while dewi et al. (2020) investigated the lexicons of the legong keraton dance. this study and the study named "lexicons of tabuh rah used in menyali village" by kusuma et al. (2020) have a number of similarities and differences. similarity exists in terms of lexicons as the subject of research. finding, describing, and documenting the lexicons of balinese culture, both works employ qualitative descriptive research methods. both instruments use the researcher as the primary instrument, the observation sheet, and the interview guide. the difference is to the study topic. this research focuses on the language of the rangda dance, while kusuma et al. (2020) examine the lexicons of the tabuh rah (balinese cockfighting) ceremonial. this study focuses on the language associated with the movements, costumes, and cultural meaning of the rangda dance. lexicons refers to a term with meaning that is often used by a certain cultural group (suktiningsih, 2016). this research identified lexicons relating to the dance's movement and costumes. rangda dance is a balinese traditional dance that is classified as a wali dance and is performed at the temple when the procession of napak siti or napak pertiwi. usually, this performance is followed by the performance of calonarang drama and barong dance. (bandem, 1979; renawati, 2014; sustiawati et al. 2011). the grand theory of this research is ecolinguistics. as alexander & stibbe (2014) describe, the lexicons of the rangda dance in the balinese language are associated with the natural surroundings. there are lexicons in the balinese language and an environment that encourages the usage of the language. under the notion of ecolinguistics, the conclusion is that the balinese language and the rangda as the environment are connected. if lexicons are acknowledged and maintained, the language will not disappear. it is also used when the dance is often performed, indicating that the setting encourages the survival of the balinese language. according pauwels (2016), the balinese language may disappear if it is assimilated by the other dominant language and local people quit their mother tongue. therefore, to prevent language death, it is necessary to preserve the language with language maintenance jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 172 which means that balinese people should record and use the balinese language more often than other languages. documenting the lexicons of clothing and its cultural meaning is one way to conduct the language maintenance. conclusions maintaining the indigenous language is one of the balinese people's obligations. language and culture are deeply connected. when a language becomes extinct, the civilization will also disappear. as balinese, they must recognize that conserving culture may be achieved through keeping the language. by doing language maintenance, the community will consistently utilize and comprehend the language. it can save a language from the extinction. the lexicons that exist in rangda dance costumes are 27 lexicons. lexicons on the mask of the rangda dance are; tapel rangda, terang, kumba, petitis, lidah api, teteh api, jangar api, rambut, jebug, and bungan jepun. the lexicons in reringitan costumes are; jaler reringitan, baju reringitan, udeng, badong mute, badong kulit, angkeb baong, tapih, ampok ampok, kuku, basang basang, sabuk, baju pepontangan, jaler pepontangan, semayut, nyonyo. galeng, kereb. references alexander, r., & stibbe, a. (2014). from the analysis of ecological discourse to the ecological analysis of discourse. language sciences, 41, 104–110. https://doi.org/10.1016/j.langsci.2013.08.011 bandem, i. m. (1979). ensiklopedi musik dan tari daerah bali. proyek pengembangan asti. budasi, i. g., & satyawati, m. s. (2021). an ethnolinguistics perspective on lexicons of traditional house in menyali village, north bali. journal of bali studies , 11(1), 115– 130. http://ojs.unud.ac.id/index.php/kajianbali budasi, i. g., & wayan suryasa, i. w. (2021). the cultural view of north bali community towards ngidih marriage reflected from its lexicons. journal of language and linguistic studies, 17(3), 1484–1497. https://doi.org/10.52462/jlls.107 dewi, a. a. i. m. d. u., gede budasi, i., & suarnajaya, i. w. (2020). lexicons in legong keraton dance. lingua scientia , 27(2), 98–107. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 173 fatimatuzzakrah, suktiningsih, w., & hastuti, h. (2020). the cultural value of lexicon in "ngendang" tradition. kajian linguistik dan sastra, 5(1). https://doi.org/10.23917/kls.v5i1.10425 giri, i. m. a. (2017). pelestarian bahasa, aksara, dan sastra bali melalui pengoptimalan tripusat pendidikan. purwadita, 1(1), 27–32. nugrahani, f. (2014). metode penelitian kualitatif dalam penelitian pendidikan bahasa (issue 1). pauwels, a. (2016). language maintenance and shift. cambridge university press . richards, j. c., & schmidt, r. (1985). longman: dictionary of language teaching and applied linguistics (4th ed.). www.pearson-books.com setiawati, r. (2008). seni tari untuk sekolah menengah kejuruan (2nd ed.). direktorat pembinaan sekolah menengah kejuruan. sugiartha, i. g. a. (2018). relation of dance and music to balinese hinduism. spafa journal, journal of archaeology and fine arts in southeast asia, 2, 1–17. https://www.spafajournal.org/index.php/spafajournal/article/view/564/593 suktiningsih, wiya. (2016). dimensi praksis dan model dialog leksikon fauna masyarakat sunda: kajian ekolinguistik. retorika: jurnal ilmu bahasa. 2. 10.22225/jr.2.1.241.142-156. wirawan, k. i. (2021). teo-etika hindu pada pementasan tari rangda dalam prosesi napak siti. dharmasmrti jurnal ilmu agama dan kebudayaan. yulianti, n. k., widyarto, r., & yuliasih, n. k. (2014). eksistensi tari bali dan jawa dalam bahasa indonesia dan inggris. segara widya, 249-259. https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 received: november 26th, 2022. accepted january 26th, 2023. published february 15th, 2023. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 40 investigating efl teachers’ beliefs of information communication technologies use in self-initiated professional development mitiku garedew tessema* addis ababa university, ethiopia mitga2000@yahoo.com girma gezahegn belihu addis ababa university, ethiopia abstract this study aimed to investigate the use of icts in university efl teachers’ self-initiated professional development. the study participants were 35 efl university teachers from addis ababa science and technology university. they were selected using total population sampling. concurrent mixed methods were employed in the study. the data were collected using a questionnaire and semi-structured interviews. the data were then analyzed separately and finally mixed during the discussion of the data. the study’s findings indicated that teachers' beliefs about using icts in self-initiated professional development were positive. keywords: information communication technologies, efl teachers’ beliefs, selfinitiated professional development introduction teachers receive pre-service training, but they are never fully prepared for all the challenges they face throughout their careers. therefore, they are expected to prepare themselves for further professional development. this enables them to meet the changing needs of learners in the modern world. professional development practices benefit teachers when the practices are on-going, (villegas 2003, p.4). in ethiopia, continuous professional development (cpd) is designed to improve students’ achievement by developing the professional skills of teachers and teacher educators by upgrading and updating them with a wide range of their classroom strategies (moe, 1994, pp.21-22, & moe 2009). according to moe (2018) in the ethiopian context, higher diploma program (hdp) and english language improvement program (elip) are examples of professional development programs created for teachers working in higher education institutions. the document further elaborated that the only formalized professional development program for instructors in higher education or teacher educators is the hdp. through a licensure https://jurnal.unigal.ac.id/index.php/jall/index mailto:mitga2000@yahoo.com jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 41 program, this program seeks to enhance the knowledge and abilities of teacher educators in order to advance educational quality. but there is no plan or guidance for what should happen after the hdp is finished, (moe 2018, pp37-41) scholars such as ahmed, almaz and altshul (2005) stated that english language improvement program (elip) was offered by the moe, to english teachers and other subject teachers who use english as a medium of instruction. as they further explained, the purpose of the program was to enhance the low level of teachers’ english and the quality of teaching in ethiopian educational institutions. then, in 2004 elip became a priority program of ethiopia's wider teacher development program (tpd), but, as to the researcher knowledge, this program is not currently being implemented. moe (2009) and knowles (1975), indicated that teachers can actively engaged in their own learning process, working with their colleagues, identifying their own needs and the wide range of formal and informal activities that will bring about improvement of their own practice and the practice of others. moreover, scholars such as birhanu(2014), hirpa (2015) and malek(2016) have indicated in their studies that selfinitiated professional development was being favored by significant number of english teachers. meanwhile the use of technologies in teachers professional life have become a new normal as it provides teachers with meeting their professional needs. in this regard, craft (1996), jang (2020), livingstone (2012), and shifflet and weilbacher (2016) indicated that technologies are providing opportunities for teachers in developing their professions. similarly, efl teachers in the ethiopian higher institution can develop their profession taking their own initiatives with or without the assistance of others in order to meet their professional and their students’ needs. with reference to this idea, this study is going to explore teachers’ beliefs about the use of icts in their selfinitiated professional development. although different top-down professional development programs have been introduced in ethiopia for both efl and other teachers for the past nearly two decades, they were reported ineffective and couldn’t bring the desired change on teachers. (moe (2015:19) &,dereje 2014). the teacher development programs have also been criticized due to their top-down approach whereby the interests of teachers was overlooked (seyoum 2016 cited in tamirat and chen, 2020). in addition, the two professional developments: hdp and elip were also reported to be ineffective as the hdp program lacks specialization or follows the general approach and the elip was not implemented properly. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 42 therefore, efl teachers in the ethiopian higher institutions can consider selfinitiated professional approach. selfinitiated professional development (sipd) is currently being favored as compared to the top down professional development approach. scholars such as richards and farell, (2005 p.5), birhanu (2014) and malek, (2016) stated that selfinitiated professional development should be the moral duty of teachers to qualify themselves and enhance the quality of their teaching practice. these researchers indicated that efl teachers in ethiopia held positive beliefs about self-initiated professional development in general. meanwhile, craft (1996) indicated that information communication technologies are bringing new possibilities for teachers to learn by themselves. in other words, these technologies enable teachers to undertake their own professional development and take advantage of the technologies in their professional lives and preparing their students for 21st century work (british council, 2015, craft, 1996 & galaczi, & etal., 2018). the above mentioned researches indicated the possibility of selfinitiated professional development for teachers without or within the support of icts. as far as the researcher reading is concerned, none of them has been conducted in relation to the use of icts in efl teachers’ professional development in the ethiopian context. washington, (2019) explained that today students continue to involve in the areas of technology and access to information; therefore, teachers should be consistent with their students learning strategy. he also stated that effective pd in the 21st century comes from realizing this and finding ways to enhance teaching and learning strategies. efl teachers in ethiopian higher institutions can also utilize icts for their professional development to improve their classroom practice and meet students learning strategy need. icts use in teachers professional development has not yet been studied as a means of self-initiated professional development (sipd) opportunity for teachers in higher institutions in ethiopia. therefore, this study tries to investigate efl teachers’ beliefs about the use of icts in their sipd in the context of ethiopian higher institution namely addis ababa science and technology university. the research question that guided this study was the following. what are efl teachers’ beliefs about using icts in self-initiated professional development? jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 43 review of the literature beliefs borg (2001, p.3) defined a belief as “a mental state which has as its content a proposition that is accepted as true by the individual holding it, although the individual may recognize that alternative beliefs may be held by others.” he also elaborated that beliefs dispose or guide people’s thinking and action. as he stated beliefs are propositions which are held consciously or unconsciously. for khader (2012), beliefs are judgments and evaluations that we make about ourselves, others, and the world around us. beliefs are personal ideas based on observation or rational thinking. he further explained beliefs as a group of ideas which are shaped in persons by their experiences and the overlapping of notions during the learning processes. according to this study, beliefs refer to the view or perception efl teachers hold about the uses of information communication technologies in promoting their selfinitiated professional development. teachers’ beliefs “teachers’ beliefs refer to teachers’ pedagogical beliefs which are important for the teaching learning activities in the class room,” (borg, 2001:p3). as to pajares (1992), teachers’ beliefs refer to as personal ideas that can provide comprehension, decisions, and assessments of teachers’ classroom practices. he further explained them as a set of strong feelings and attitudes of teachers about things that can affect the teaching-learning interaction. according to both borg (2001) and pajares (1992) agreed that teachers’ beliefs can be referred as attitudes, values, judgments, axioms, opinions, ideology, perceptions, conceptions, conceptual systems, preconceptions, dispositions, implicit theories, explicit theories, personal theories, internal mental processes, action strategies, rules of practice, practical principles, perspectives, repertories of understanding, and social strategy, in the context of the teachers teaching learning process. as khader (2012), opre (2021), and pajares (1992), stated what teachers believe in have direct implication on the teaching-learning transaction. as beliefs play an important role in teaching learning process, therefore studying them is helpful in comprehending what teachers think about teaching methods, classroom practice, and learning how to teach. because their beliefs determine their classroom practice and the way they think about their profession, latest developments in their profession, their perception, motivation, and interest to know about the new concepts about their profession. according to oecd (2009), teachers’ beliefs are also important in accepting or rejecting new information for jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 44 example, participating in professional development activities can change teachers’ classroom practice, but participating in professional development activities may arise from certain teachers’ beliefs about the importance of professional development. sources of teachers’ beliefs according to richards and lockhart (1994), cited in farrell, (2013) teachers’ beliefs are supposed to come from a variety of sources. for instance, teachers might develop their views through personal experiences, schooling and teaching experiences, and formal knowledge experiences. the same scholars stabilized the above mentioned idea in relation to the esl teachers. according to their argument, in particular, esl teachers’ beliefs can originate from one of the following sources teachers’ past experience as language learners (as a teacher it is common to refer back and to teach our students according to our beliefs of language learning experience), teachers also get their beliefs from the their previous experience of what works best in their classes which help teachers to select the better methods and techniques of teaching. they can also get from their established practice within a school. teachers' beliefs can also come from educationally or scientifically based ideas, for example, a teacher may advocate the use of predicting style exercises in reading classes by drawing on his or her knowledge of research in second language reading. the above mentioned scholars proved that sources of beliefs can be varied and teachers’ beliefs can be shaped by their previous experiences they have passed through as a language learner and teacher. concerning teachers’ beliefs sources about technology usage, shifflet and weilbacher (2016) and jang (2020) stated the following. according to these scholars, teachers’ beliefs about technology use in their professional carrier are formed due to their personal and cultural experiences, as well as cognitive understanding. as they illustrated, when teachers see the usefulness of technology in their work, their attitude towards its use is easily influenced. this indicated that teachers who realize the ease of use of technology would be positive about using it. teachers’ beliefs about technology in educational framework, the digital technology becomes vital in supporting the teaching learning process, (opre,2021). teachers' beliefs about technology on teaching, learning, and evaluation represent one of the strongest predictors of the way in which technology is capitalized. as levin and wadmany (2006) stated, teachers hold a set of beliefs about the value of technology use for teaching and learning. teachers who adopt the technology are jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 45 believed to be successful in utilizing the technology for their professional development and classroom practice. however, teachers with traditional beliefs are anxious in utilizing technology in their professional development and classroom practice. teachers’ beliefs about technology can be varied for the following reasons. according to davis (1989), and venkatesh et al. (2003), there are four most significant elements why users decide to use a particular technology. the first of these elements is the belief of performance expectancy, which refers to how much a person believes that employing the technology will assist him or her improve their effectiveness at work. furthermore, they go on to say that effort expectancy, or how comfortable a user is using a computer system, is the second most important distinction. in addition the social influence is considered to be another influencing factor for teachers’ belief. this refers to the concern individuals have when they are perceived using technology. social influence has three main sub-divisions which are compliance, internalization, identification. compliance refers to simply using a computer system due to the social pressure on the individual to do so, whereas internalization and identification refer to the extent to which social influence has an effect on individual's schemata and belief structure. the last element is the facilitating of conditions which deal with the availability of infrastructures to use the technology. the above mentioned are the sets of beliefs scholars stated that support the use of technology. therefore, studying about the beliefs of technology use in teachers’ professional life is significant as it determines their professional practice in the 21st century. methodology in this study, the researchers used concurrent mixed methods design which gives equal emphasis in terms of time and weigh in data collection and analysis. using this research design, the researcher tried to study efl teachers’ beliefs in relation to the use of icts for self-initiated professional development. the researcher chose this design to use both quantitative and qualitative data to broaden the researcher understanding about the issues raised in the study participants of the study 40 respondents were expected to take part in this survey. however, only 35 teachers were able to complete the survey and return it to the researcher. from the addis ababa science and technology university, they were all efl instructors. twelve of the study's jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 46 participants had phds, while the remaining 23 were having ma degree. their combined teaching experience is 3 to 15 years. sampling due to their low population size, all of the teachers were included in the study. based on the suggestion made by cohn, manion, and morrison (2007:93), who suggested including the entire population when the wider population is tiny, this was carried out. in this study, the questionnaire was filled out using total population sampling. four of the 35 teachers were chosen at random to participate in semi-structured interviews in order to supplement the information gathered from the questionnaire. instruments and data collection procedure questionnaire for the purpose of the study, all teachers were surveyed using a five-section likert-type questionnaire. as a result, a series of questionnaires in the english language regarding the participants' academic status were created based on study questions and a review of related literature. a large portion of the survey questions were modified from those used in earlier research by birhanu (2014), hirpa (2015), nagy & habók (2018), malek (2016), and nazari n. (2019). interview a semi-structured interview was employed in this study as the semi-structured interviews are particularly useful for collecting information on people’s ideas, opinions, or experiences. the interview was conducted with four randomly selected teachers. among the interviewees, one of them was a phd but the rest three were phd candidates. the interviews were conducted in english as the participants are good at english language skills data analysis the statistical package program spss 24 was used to enter the data gathered from the questionnaires. to discuss the topic raised by the research, tables and verbal descriptions were also employed in the data analysis of the questionnaire, which included percentage, frequency, mean, and standard deviation. concerning the interview, by listening to the recordings, the transcriptions were checked for accuracy and consistency. themes were then found utilizing open code4.02 and discussed once it had been evaluated. the researcher was able to evaluate and comprehend participant beliefs regarding using icts in sipd with the aid of both instruments. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 47 findings and discussion the analyses of the study are presented in two sections. the first section describes the quantitative data analysis about efl teachers’ beliefs about the use of icts in promoting sipd. the second section discusses similar issue using qualitative or the interview data analysis in order to stabilize the data obtained by the quantitative data. table 1 consists of 9 items. responses given to teachers’ beliefs about the relevance of ict were analyzed he following way. the first item that indicates ict relevance in terms of updating teachers with new knowledge and skills of elt was agreed by all 35(100%) teachers. in addition the mean score (m=4.45) and standard deviation (sd=.505) indicate their nearly strong agreement. from the data, the researcher can understand that all the teachers have positive beliefs about the relevance of ict in updating themselves with new knowledge. table: 1. english language teachers’ beliefs about the use of information communication technology in self –initiated professional development i believe that the use of icts sd d n a sa n or % n or % n or % n or % n or % mean sd 1 helps me updating myself with new knowledge and skills of elt issues. 19 16 4.45 .505 54.3 45.7 2 gives me relevant infor1tion to my professional development needs. 1 15 19 4.51 .562 2.9 42.9 54.3 3 enhances my initiatives of self-professional development. 3 20 12 4.26 .611 8.6 57.1 34.3 4 provides me with wide-ranging self-improvement activities. 2 19 14 4.34 .591 5.7 54.3 40 5 makes me practice professional development activities by myself. 2 17 16 4.40 .604 5.7 48.6 45.7 6 makes me to involve in on line professional development programs. 1 7 14 13 4.11 .832 2.9 20 40 37.1 7 enables me sharing ideas, and experiences with my colleagues. 2 16 17 4.43 .608 5.7 45.7 48.6 8 helps me access elt 1terials anytime, anywhere. 2 4 15 14 4.17 .857 5.7 11.4 42.9 40 9 enables me to make changes over the traditional 3 21 11 4.23 .598 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 48 almost, all 34 (97.1%) of the respondents also agreed with ict relevance for their overall professional development only 1(2.9%) of them didn’t agree or disagree. the mean score (m=4.51) and the standard deviation (sd=.562) indicate teachers almost strong agreement. this indicates that all of them have positive beliefs about icts use in providing them with relevant information about their profession. enhancing teachers’ initiatives of self – professional development was another theme of the importance of ict. 32 (91.4%) of the teachers agreed or strongly agreed with this theme, but 3 (8.6%) of them didn’t choose either agreeing or disagreeing. as the mean score (m=4.26) and standard deviation (sd=.611) indicate teachers’ agreement. the result shows that teachers believe that ict would enhance their initiatives for their improvement. concerning ict relevance in providing teachers with wide range of selfimprovement activities, 33 (94.3) of the teachers showed their agreement but only 2 (5.7%) of them showed their neutral position. the mean score and standard deviation (m=4.34, sd=.591) also indicate that teachers agreed with the stated idea. thus, it may be argued that the results by and large showed that many teachers recognize that ict provides them with wide range of self-improvement opportunities. for item 5 that explains about ict advantages in terms of making teachers practice professional development by themselves, 33 (94.3%) of the respondents agreed on while 2(5.7%) of them showed neutral stand. moreover, the mean score (m=4.40) and the standard deviation (sd=.608) show teachers agreement. from the above data, it is possible to understand that a lot of teachers believe that ict is advantageous in making teachers practice their professional development. concerning the use of ict in making teachers involve in online professional development programs, 27(77.1%) of the teachers were agreed or strongly agreed but 1 (2.9%) of them disagreed the remaining 7 (20%) of them indicated their neutral opinion. in addition the mean score (m=4.11) and the standard deviation (sd=.832) are evidences for teachers agreement. this could imply that still majority of the teachers believe that icts would help them to involve in on line professional development. icts use in helping teachers sharing ideas and experiences with their colleagues was asked in this questionnaire. accordingly, 33(94.3%) of the teachers agreed on this point while 2 (5.7%) teachers preferred neutral position. what is more, the mean score and standard deviation (m=4.43, sd=.603) witnessed teachers agreement. from the above data, instructional practices. 8.6 60 31.4 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 49 it can be noted that the majority of the teachers believe that ict would help them exchange professional ideas and experience. concerning icts benefit in terms of accessing elt materials being wherever and whenever, 29 (82.9%) of the respondents they indicated their agreement, but 2(5.7%) of them disagreed on this theme. some 4(11.4%) of the teachers chose neutral opinion. the mean score and standard deviation (m=4.17, sd=.857) indicate majority of teachers agreement. accordingly, teachers believe that icts help them to access elt materials without time and place limitation. the last item in this section of questionnaire was ict importance in enabling teachers to make a change over the traditional instructional practice. 32 (91.4%) of the teachers agreed on this idea as 3(8.6%) of them showed their neutral stand. in addition, the mean score and standard deviation (m=4.23, sd=.598) also another evidence for teachers’ agreement. thus, the above analysis shows that most of the teachers were positive about ict role in enabling them change the traditional teaching practice. generally, from the above data, it can be noted that the majority of the efl teachers’ beliefs about the relevance of ict in self-initiated professional development was positive. this is attested by the grand mean (m=4.32). qualitative data presentation and analysis in this section an interview data was analyzed to stabilize the data obtained through the questionnaire. the following interview questions were used in the study. how do you view about the use of information communication technologies in relation to your self-initiated professional development? efl teachers’ beliefs about the use of information communication technology in sipd concerning the use of information communication technology teachers’ perception looks the following. t1 believes that he ict is of great help for him. he stated that, for example, he usually utilizes you tube in order to learn how a particular english lesson is taught by other native english speakers’ teachers or elt professionals. he further said the following. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 50 i can simply open my mobile and google different kinds of materials or from the social media i may share materials with my friends as long as it is helpful for teaching english language even i may use the internet just simply sitting at my office i can get different materials so i think these are some of the benefits. there are ample or different opportunities in using ict for the teaching of english languages as long as the person is using it for academic purpose. t2 believed that the role of ict is a lot in changing the practice of efl teacher as they are directly or indirectly being affected by the influence of emerging technologies or web2.0, technologies such as youtube, wiki, and social media etc. as these technologies are important in teaching english language skills. he also described additionally his beliefs about the usage of icts here under. ict has a big role in changing the practice of english teachers. err... most of the time in our context large class size is a big challenge. we may not teach our students effectively the language skills if the class size is large, these technologies are very important… so, internet has a big role in changing our practice. t3 understands that the invention of ict is one of the greatest things happened in human life. she additionally explained that it is significant in helping teachers as the information teachers need is open and easily accessible and it is not limited in terms of time and place. she also believes that teachers can google different elt materials that are important to the classroom teaching learning process. she further explained its advantage the following way. we can supplement learners using the ict… concerning professional development, most of my readings come from or through ict… as you know i am doing my phd currently and ict is my great… great support to have access for variety of current information related to my research topic as jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 51 well as other new things happening in the global situation so that is one of the right hand of most of us. t4 on his own part described the role of ict as an important means to make teachers’ implement self-initiated professional development what is expected from teachers is only motivation. the technology has a lot of opportunity for efl teachers who are interested to expose themselves to it. he believes that ict and sipd have positive relationship. the following extract taken from his interview stabilizes his idea. self-initiated professional development and information communication technology and sipd are directly or positively correlated… if i am motivated i mean professionally develop ict is of great importance. i have to apply various things just like applications of software or online courses and the like. in this regard, ict play significant role in shaping our professional development. according to the above analysis of the four interviewees many of the teachers have positive beliefs about the role of professional development in self-initiated professional development. discussion this study was carried out to identify efl teachers’ beliefs about the use of icts for selfinitiated professional development. in order to address this research objective, teachers’ a questionnaire and an interview were employed. accordingly, teachers’ responses indicated the following. according to the quantitative data, results by and large showed that many of efl teachers in addis ababa science and technology university believe that the use of ict plays an important role in in selfinitiated professional development. their belief about technology is similar with what craft (1996) stated that icts are providing teachers with selflearning. therefore, their positive belief about technology leads to them to take the advantage of the technology in their professional development. in other words, they believe that icts provide them with wide range of self-improvement elt activities to meet their professional development needs. this finding is similar with opre (2021) findings state that teachers' beliefs about technology represent one of the strongest jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 52 predictors of the way in which technology is capitalized. as their responses indicated, this in turn enables them to meet the current students need. according to the qualitative data, teachers believe that using icts are important in the development of their profession. moreover, they stated that these technologies provide teachers with authentic teaching materials as well as varieties of english language skills trainings without time and location limitation. as a result, they were able to update themselves with new approaches of elt knowledge and skills. all in all, majority of the efl teachers’ beliefs about the use of ict in self-initiated professional development appeared positive. the findings about addis ababa science and technology university efl teachers’ beliefs about the use of icts for professional development are similar with the findings of other scholars such as (livingstone, 2012), and (motteram, 2013), too. conclusions based on the data analysis the following can be included about efl teachers’ beliefs about the use of icts in their professional development. accordingly, addis ababa science and technology university efl teachers believe that icts have a great role in their professional development effort. because they think icts are helpful, and efl teachers should use technology to promote their professional growth. this enables them to adapt to the changing needs of their students. the institution should also offer short-term training to efl teachers on how to utilize the ict resources that are accessible. this could improve how well teachers use icts for educational objectives. trainings should also be given to stabilize teachers’ belief in the utilization of icts for their professional development as these technologies provide them with open access professional development trainings at any time and any place. moreover, since this is a case study, it may not address the entire ethiopian higher institutions efl teachers’ belief about the use of icts in self-initiated professional development. therefore, other interested researchers are recommended to fill the gap in this research area. references ahmed siraj gofa, almaz baraki , and althshul, j (2005 ). ethiopian teachers evaluation of a language improvement program. birhanu sigmegn.(2014). “efl teachers’ selfinitiated professional development: perceptions and practices.” educational 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(2015).technology for professional development: access, interest and opportunity for teachers of english in south asia. british council. retrieved from www.britishcouncil.org. cohn, l., manion l.,&morrison k.(2007). research methods in education. new york: taylor & francis e-library craft, a. (1996). continuing professional development. a practical guide for teachers and schools: 2nd ed. london. rutledge davis, f. (1989). perceived usefulness, perceived ease of use, and user acceptance of information technology. mis quarterly, 13, 318-341. http://dx.doi.org/10.2307/249008 dereje tadesse birbirso .(2014). crises in efl proficiency and teacher development in the context of international donation and transformation discourses haramaya university, ethiopia australian journal of teacher education volume 39 | issue 2 article 1 farrell, t.s.c. (2013).reflective practice in esl teacher development groups galaczi, e. etal.(2018). cambridge assessment english perspectives: teacher professional development. cambridge: united kingdom hirpa bane. (2015).” rural school teachers’ personal initiative in improving professional competetnces” . unpublished ma thesis addis ababa university: addis ababa jang, i.c .(2020). teachers’ beliefs and practices of ict use in secondary schools in addis ababa, ethiopia. a thesis submitted for the degree of doctor of philosophy to the school of international development of the university of east anglia khader, f. r. (2012). teachers’ pedagogical beliefs and actual classroom practices in social studies instruction. american international journal of contemporary research, 2(1), 73-92. knowles, m. 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(2012). critical reflections on the benefits of ict in education. oxford review of education, 38 (1). pp. 9-24. issn 0305-4985 malek, f. abbasi.(2016). english language teachers' views on self-initiated professional development. golestan institute of higher education ministry of education.(1994) education and training policy. ministry of education. http://www.britishcouncil.org/ http://dx.doi.org/10.2307/249008 http://www.iste.org/ jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 54 ministry of education (2009). professional standard for ethiopian school teacher: national professional standard for teachers. addis ababa: moe. ministry of education .(2015). education sector development program v (esdp v). addis ababa. ministry of education.(2018).ethiopian education development roadmap (201830).education strategy center (esc) draft for discussion. moe motteram, g. (2013). developing and extending our understanding of language learning and technology english language teaching: british council teaching english. retrieved from www.britishcouncil. org. nagy and habók (2018). use of ict tools questionnaire https://www.researchgate.net/publication/336770916_use_of_ict_tools_question naire_nagy_habok_2018 nazari n. (2019).evaluating novice and experienced efl teachers’ perceived tpack for their professional development vol6 issue1 oecd. (2009). teaching practices, teachers’ beliefs and attitudes. https://www.oecd.org/berlin/43541655.pdf opre, d. (2021).teachers’ pedagogical beliefs and technology integration. education, reflection, development https://www.europeanproceedings.com/article /10.15405/epes.22032.10 pajares m.f. (1992). teachers‘ beliefs and educational research: cleaning up a messy construct. review of educational research. vol. 62, 3: pp. 307-332. richards, j.c. & farrell, t.s.c. (2005). professional development for language teachers: strategies for teacher learning. cambridge: cambridge university press. shifflet, r. and weilbacher, g.(2016). teacher beliefs and their influence on technology use: a case study. teacher beliefs and their influence on technology use: a case study – cite journal retrieved on 3/2/2022 tamirat gibon ginja1, chen, x.(2020). review study of teachers and teacher educators’ professional development in ethiopia. school of education, shaanxi normal university, xi’an, china december,2020 doi : https://doi.org/10.5281/zenodo.4393129 villegas-reimers, e.(2003).teacher professional development : an international review of literature. international institute for educational planning: unesco washington, b. (2019). “the importance of professional development in the 21st century.” https://www.graduateprogram.org/2019/09/the-importance-ofprofessional-development-in-the-21st-century/ september 17, 2019 http://www.britishcouncil/ https://www.researchgate.net/publication/336770916_use_of_ict_tools_questionnaire_nagy_habok_2018 https://www.researchgate.net/publication/336770916_use_of_ict_tools_questionnaire_nagy_habok_2018 https://www.oecd.org/berlin/43541655.pdf https://www.europeanproceedings.com/article https://citejournal.org/volume-15/issue-3-15/social-studies/teacher-beliefs-and-their-influence-on-technology-use-a-case-study/ https://citejournal.org/volume-15/issue-3-15/social-studies/teacher-beliefs-and-their-influence-on-technology-use-a-case-study/ https://www.graduateprogram.org/2019/09/the-importance-of-professional-development-in-the-21st-century/ https://www.graduateprogram.org/2019/09/the-importance-of-professional-development-in-the-21st-century/ https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 received: january 26th, 2023. accepted february 7th, 2023. published february 15th, 2023. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 174 lexical cohesion in english – indonesia machine translation output: the realization of manual post-editing bambang ruby sugiarto* bambangrubys@unigal.ac.id english education department, universitas galuh, indonesia doctoral program in applied english linguistics, atma jaya catholic university, indonesia bahren umar siregar bahren.siregar@atmajaya.ac.id doctoral program in applied english linguistics, atma jaya catholic university, indonesia abstract lexical cohesion is fundamentally dependent on linguistic cohesiveness. however, whether lexical coherence remains as texts are translated from english into indonesian has yet to be determined. considering this, the purpose of this study was to characterize the structure of the lexical cohesion in english-indonesia machine translation (mt), and post-editing (pe) outputs and determine whether there were any differences in the use of lexical cohesion. a qualitative descriptive study was conducted. the fifth book in j.k. rowling's (2013) harry potter and the order of the phoenix contains the data used in this study. baker’s (2018) equivalence at the word, above word, grammatical, and textual level, and halliday & matthiessen (2014) model of lexical cohesion were used to analyze and interpret the data. it was found that there aren't many differences between the lexical cohesion used in the st, mt, and pe. while the study explores the application of lexical cohesion, additional problem equivalences, such as those at the word and above-word levels, are added to the pe recommendation. keywords: lexical cohesion, translation, machine translation, post-editing introduction recent developments in machine translation (mt) have reignited interest in the applications of this technology. as machine translation looks to be moving from the periphery of the translation field closer to the center, this development raises concerns about the contribution of humans and machines (koponen, 2016). mt is also improving at translating with grammatical and lexical accuracy (groves, & mundt, 2015). however, sutrisno, (2020) found that even though sentences can still be translated well by google translate (gt), it still has trouble translating sentences from english to indonesian. thus, although mt has improved in terms of quality in several linguistic areas, further research is still needed. https://jurnal.unigal.ac.id/index.php/jall/index mailto:bambangrubys@unigal.ac.id mailto:bahren.siregar@atmajaya.ac.id jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 175 the studies applied to investigate mt output are based on different theoretical and methodological prerequisites. brazil et al. (2016) researched to evaluate whether there are substantial differences in chinese-to-english translation efficiency between moderate to higher-level human translators and frequently used free machine translation systems. to determine the difficulties that could have a detrimental effect on the reliability of machine translation systems, omar & gomaa (2020) assess the value of applying machine translation systems to literature. almaaytah (2022) investigates the necessary skill sets for post-editors and the potential for creating a course to teach the fundamental skill sets at the university level. yet, a wider variety of research tasks are urgently needed since globalization has made it simpler for people to read writings on numerous subjects in unfamiliar languages. accordingly, translation has grown to be a crucial field. lexical cohesion is one of the essential linguistic elements that make sentences in a text relate to one another (baker, 2018). furthermore, billy and chunyu (2012) found that the quality of mt output increases with the number of lexical cohesion devices used. thus, lexical cohesion devices can be used to assess the results of mt. however, the usage of lexical cohesion in post-editing (pe) has not yet been clarified, especially in englishindonesia gt output. thus, this study explores the use of lexical cohesion in the english source text, indonesian gt outputs, and pe outputs. review of the literature the ideas presented in this section are lexical cohesion in translation, machine translation output, and manual post-editing. lexical cohesion in translation the network of lexical, grammatical, and other connections between various textual elements is referred to as cohesion. baker (2018) states that cohesiveness is a phrase used to explain the connections between meanings inside a text and define it as a text. according to halliday & matthiessen (2014), cohesion refers to a group's lexicogrammatical systems that have their roots in textual metafunction. concerning the relationship between translation and cohesion, lonsdale (1996) contends that cohesive devices represent the rhetorical goal and regulate the interpretation of the text. thus, translators must consider these devices when adapting texts from one language to another. lexical cohesion describes the function of language choice in structuring relationships within a text. reiteration and collocation are the two basic categories in lexical coherence. as the name implies, repetition entails repeating lexical items. a jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 176 reiteration of a previous item, a synonym or nearly synonym, a superordinate, and a general word are all examples of reiterated items (baker, 2018). douglas & manqoba (2021) found that text coherence fundamentally depends on lexical cohesion. they contend that employing more synonyms will make them more cohesive to make explicit what would be seen as implicit in the target text if an equivalent lexical item is employed. xiong et al. (2013) offer three distinct approaches to capture lexical cohesion for document-level machine translation. they combine the three models into hierarchical phrase-based machine translation and assess their performance using extensive training data on the nist chinese-english translation tasks. the experiment’s findings demonstrate that all three models could significantly outperform the baseline, with the mutual information trigger model outperforming the others. astari, n. (2019) attempts to characterize the translation equivalent of the lexical cohesion observed in the adventures of sherlock holmes and to identify the impacts of a shift in cohesion and its translation. the results demonstrate that combining repetition, synonymy, near-synonymy, superordinate, generic words, and collocations contributes to the text's lexical cohesion. the novel exhibits fluctuations in cohesiveness, including shifts in the text's meaning and level of explicitness. machine translation output considering mt is important in many sectors, (koponen, 2016) emphasizes the significance of learning the subject. this study suggests designing and creating a postediting course where learning about mt is a key and major module. to determine the difficulties that could significantly affect the reliability of machine translation systems, omar & gomaa (2020) assess the value of applying machine translation systems to literature. two translation tools—google translate and q translate—have been chosen. to pinpoint the issues with these translations, human-made arabic and automatic translations produced by the two machine translation systems were compared. results show that users make various lexical, structural, and pragmatic errors that negatively impact the accuracy of the translations. the world of translation has unavoidably moved into a phase of intense humanmachine interaction because of the continued growth of translation technologies, especially mt. kevin (2020) uses empirical data on participant pauses in the postediting process to investigate the relationship between translation error categories and cognitive effort. it has been discovered that the length of text where an error is located is positively connected with the cognitive effort going forward to correct it. the post-editing of machine-translated jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 177 texts is gradually becoming a component of the translation workflow, sparking new research interests, as shown by (koponen, 2016) overview of the use of machine translation, post-editing, and research on these issues. thus, the expanding practical application implies that machine translation and post-editing have been beneficial in various settings. manual post-editing post-editing is how human beings adjust machine-translated texts to get a usable result. it is possible to approach manual post-editing in a way that simplifies the process and allows firms to realize substantial benefits (guzma’n, r., 2018). in addition, it is found that pe is the procedure of taking a pre-translated text as a foundation and enhancing it to the final translation (herbig et al., 2019). furthermore, popović, (2018) suggests that pe is a work operation that skilled humans must carry out but given that human processing is always necessary. thus, pe undeniably offers advantages. due to the quality being below acceptable standards, the translation product would have required extensive post-editing to fit the text's purpose (alta et al. 2012). kevin k. hu (2020) uses empirical data on participant pauses in the postediting process to investigate the relationship between translation error categories and cognitive effort, it has been discovered that the length of text where an error is located is positively connected with the cognitive effort to correct it. in addition, to prepare expert post editors at the university level, almaaytah (2022) advises that creating a post-editing course becomes a priority. hence, the goal is to raise the output quality of mt by pe to different degrees in accordance with the intended usage of the target text. therefore, pe can be used in cooperation to improve mt output. methodology this study is intended to be descriptive in nature. the descriptive qualitative research method is suited for this study because its goal is to identify the use of lexical cohesion in the source text, gt, and pe outputs. chapter four of the fifth book in j.k. rowling's (2013) harry potter and the order of the phoenix series was chosen purposively as the data source. the data were in the form of sentences taken from lfaligner software of english-indonesia gt and pe outputs. the data are first translated by google translate and post-edited by the researchers. baker’s (2018) equivalence at the word, above word, grammatical, and textual level, and halliday & matthiessen (2014) model of lexical cohesion were used to analyze and interpret the data. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 178 findings and discussion the eight samples from the pertinent text that make up the study's data are all related to the topic of the discussion. the researchers analyzed by identifying the cohesive devices featured in the pertinent section of the text and then discussing their textual and discourse roles in terms of how they assisted in conveying the text's meaning. table 1. reiteration (repetition) source gt post-editing he pulled the piece of parchment out of harry's hand and set fire to it with his wand-tip. dia menarik perkamen itu dari tangan harry dan membakarnya1 dengan ujung tongkatnya2. acceptable gt output table 1 shows that the source text has the repetition of ‘he’ – ‘his’ and ‘the piece of parchment’ – ‘it’. according to the sentence cohesion, the readers know that ‘his’ is the repetition of ‘he’, and ‘it’ is the repetition of ‘the piece of parchment.” here, the same morphological shape is unnecessary for a lexical item to be identified as repeated (halliday & matthiessen, 2014). equally, the gt output shows the repetition of ‘he’/dia’ – ‘his’ nya’, and ‘the piece of parchment’/’perkamen itu’ – ‘it’/nya’. if the translation output is already grammatically acceptable and the style adjustment will not significantly expand its meaning, it may be unnecessary to post-edit (guzma’n, r., 2018). therefore, the translation output, in this case, does not require post-editing. table 2. reiteration (synonym/near synonym) source gt post-editing they were standing outside number eleven; he looked to the left and saw number ten; to the right, however, was number thirteen. mereka berdiri di luar nomor sebelas; dia melihat ke kiri dan melihat nomor sepuluh; ke kanan, bagaimanapun, adalah nomor tiga belas. mereka berdiri di depan rumah nomor sebelas; dia melihat ke kiri dan tampak rumah nomor sepuluh; ketika melihat ke kanan, anehnya, rumah tersebut bernomor tiga belas. table 2 shows that the source text has the synonym of ‘looked’ – ‘saw’. the gt output does not have the synonym of ‘looked’ – ‘saw’, which is only ‘melihat’ for both translated words. the post-editing shows the synonym/near-synonym of ‘looked’ – ‘saw’, which is ‘melihat’/’tampak’. the selection of a lexical item that is nearly synonymous with a lexical item that comes before it leads to lexical cohesion (halliday & matthiessen, 2014). xiong also finds, at. al. (2013) that the complexity of computing synonym terms jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 179 increases with the size of the near-synonym collection. in this excerpt, there is also postediting in the equivalence at the word level; ‘outside/di luar/di depan,’ and ‘however/bagaimanapun/anehnya.’ table 3. reiteration (superordinate) source gt post-editing harry thought, and no sooner had he reached the part about number twelve, grimmauld place, than a battered door emerged out of nowhere between numbers eleven and thirteen, followed swiftly by dirty walls and grimy windows. harry berpikir, dan tidak lama setelah dia mencapai bagian tentang nomor dua belas, grimmauld place, sebuah pintu rusak muncul entah dari mana antara nomor sebelas dan tiga belas, diikuti dengan cepat oleh dindingdinding yang kotor dan jendelajendela yang kotor. harry merenung, dan saat dia hampir mengingat rumah nomor dua belas, grimmauld place, tiba-tiba sebuah pintu reyot muncul diantara rumah nomor sebelas dan tiga belas, diiringi dengan penampakan sekeliling dinding dan jendela-jendelanya yang kotor. table 3 shows that the source text has the superordinate of ‘grimmauld place’, ‘ door’, ‘walls’, and ‘windows.’ equally, the gt output and the post-editing show the superordinate of ‘grimmauld place’, which are ‘door/pintu’, ‘walls/dinding’, and ‘windows/jendela. superordinates are considered cohesive elements (halliday & matthiessen, 2014). astari, n. (2019) also found that through a series of repetitions and superordinates, the lexical cohesiveness of the text is developed. although there are some editing in the equivalence at the word level; ‘thought/berfikir/merenung,’ ‘battered/rusak/reyot,’ ‘followed/diikuti/diiringi,’ ‘swifly/dengan cepat/penampakan,’ and the equivalence above word level; ‘and no sooner had he reached the part about number twelve/tidak lama setelah dia mencapai bagian tentang nomor dua belas/ dan saat dia hampir mengingat rumah nomor dua belas’, and also in the grammatical equivalence; walls/dinding-dinding/sekeliling dinding, and windows/jendela-jendela/jendela-jendelanya, the gt output and post-editing practically show no difference in reiteration of lexical cohesion. table 4. reiteration (general word) source gt post-editing `get in quick, harry,' lupin whispered, `but don't go far inside and don't touch anything. `'cepat masuk, harry,' bisik lupin, 'tapi jangan masuk jauh ke dalam dan jangan sentuh apa pun. 'cepat masuk, harry,' bisik lupin, 'tapi jangan masuk terlalu jauh dan jangan sentuh apa pun. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 180 table 4 shows that the source text has the general word ‘anything’. equally, the gt output and the post-editing show the general word ‘apa pun’. here, generality is present in cohesive items (halliday & matthiessen, 2014). in comparing lexical cohesion between english and persian novels, rahimi & ebrahimi (2012) found that persian novels contain a significantly higher number of pairs with a generalization. although there is editing in the above word level; ‘don't go far inside/jangan masuk jauh ke dalam/jangan masuk terlalu jauh,’ the gt output and post-editing practically show no difference in reiteration of lexical cohesion. table 5. collocation (oppositeness) source gt post-editing moody was standing on the top step releasing the balls of light the put-outer had stolen from the streetlamps; they flew back to their bulbs and the square glowed momentarily with orange light before moody limped inside and closed the front door, so that the darkness in the hall became complete. moody berdiri di anak tangga teratas melepaskan bola-bola cahaya yang dicuri put-outer dari lampu jalan; mereka terbang kembali ke bohlam mereka dan alun-alun itu bersinar sejenak dengan cahaya oranye sebelum moody tertatih-tatih masuk dan menutup pintu depan, sehingga kegelapan di aula menjadi lengkap. moody bertengger di anak tangga paling atas untuk melepaskan bolabola cahaya yang dicuri oleh putouter dari lampu-lampu jalan; mereka terbang kembali ke bohlamnya. sejenak ruangan itu bercahaya jingga sebelum moody tertatih-tatih masuk dan menutup pintu depannya, sehingga tempat itu kembali menjadi gelap-gulita. table 5 shows that the source text has the opposite of ‘glowed/darkness’. equally, the gt output and the post editing show the oppositeness of ‘glowed/darkness’, ‘bersinar/kegelapan’, ‘bercahaya/gelap-gulita’. antonyms also have a cohesive function in a text (halliday & matthiessen, 2014). in demonstrating the use of lexical cohesive techniques by l2 writers, uneke & chiekpezie (2019) revealed that an antonym was one of the lexical devices used to make the writing fluid, interesting, and natural. thus, the antonym for ‘glowed-darkness’ post-editing here uses a near-synonym for ‘glowed’/’bersinar’, with ‘bercahaya’, ‘was standing/berdiri/bertengger,’ and ‘darkness’/’kegelapan’, with ‘gelap-gulita’ since those words are more natural in their contexts. there are also editing in the equivalence at the word level; ‘top/teratas/paling atas,’ and ‘orange/oranye/jingga,’ and the equivalence at theme – rheme; ‘the square glowed momentarily/ alun-alun itu bersinar sejenak/sejenak ruangan itu bersinar,’ and 'so that the darkness in the hall became complete/sehingga kegelapan di aula menjadi lengkap/sehingga tempat itu kembali menjadi gelap-gulita.’ jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 181 table 6. collocation (words from the same ordered series) source gt post-editing they were standing outside number eleven; he looked to the left and saw number ten; to the right, however, was number thirteen. mereka berdiri di luar nomor sebelas; dia melihat ke kiri dan melihat nomor sepuluh; ke kanan, bagaimanapun, adalah nomor tiga belas. mereka berdiri di depan rumah nomor sebelas; dia melihat ke kiri dan tampak rumah nomor sepuluh; ketika melihat ke kanan, anehnya, rumah tersebut bernomor tiga belas. `but where's -? 'tapi di mana --? acceptable gt output table 6 shows that the source text has the words from the same ordered series of ‘number eleven’, ‘number ten’, and ‘number thirteen’. equally, the gt output and the post editing show the words from the same ordered series; ‘nomor sebelas/ nomor sebelas, nomor sepuluh/nomor sepuluh, and nomor tiga belas/ nomor tiga belas/ bernomor tiga belas.’ here, halliday & matthiessen (2014) state that collocation is one of the things we depend on in our assumptions of what will happen next. furthermore, douglas, o. o. & manqoba, v. n. (2021) found that the lexical chains in the source and target texts in their study are noticeably similar. although there is editing in grammatical equivalence by adding the prefix ‘ber’ in ‘bernomor’, the gt output and post-editing practically show no difference in the collocation of lexical cohesion. table 7. collocation (words from unordered lexical sets: part-whole relations, part-part relations, and co-hyponymy) source gt post-editing `you're looking peaky; you need feeding up, but you'll have to wait a bit for dinner, i'm afraid. 'anda tampak pucat; anda perlu makan, tetapi anda harus menunggu sebentar untuk makan malam, saya khawatir. 'anda tampak pucat; anda perlu makan, tetapi, sepertinya anda harus menunggu sebentar untuk makan malam. table 7 shows that the source text has the part-part relations of ‘feeding up’ and ‘dinner’. a situation where two lexical units are connected within the language is viewed as a collocation (baker, 2018). this relation has helped to connect the phrases and let the text flow as a single piece (malah, et al. 2016). equally, the gt output and the post-editing show the same part-part relations; ‘feeding up/makan/makan,’ and ‘dinner/makan malam/makan malam.’ although there is editing in the above word level; ‘i’m afraid/saya khawatir/sepertinya,’ the gt output and post-editing show practically no difference in the collocation of lexical cohesion. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 182 table 8. collocation (collocation proper) source gt post-editing sorry about that, but i wanted answers, you know maaf soal itu, tapi aku ingin jawaban, kau tahu - maaf soal itu, tapi aku ingin jawaban, kau tahu - table 8 shows that the source text has the collocation proper of ‘sorry about that.’ identifying a collocational proper with a similar meaning and form in the target language might be the most effective approach (baker, 2018). so, the gt output and the post editing here show a similar collocation proper of ‘sorry about that/maaf soal itu/maaf soal itu’, which means they show practically no difference in the collocation of lexical cohesion. discussion machine translation makes it possible for anyone to translate between languages without the help of a professional, making it straightforward for them to comprehend content written in languages they do not speak fluently. mt, like google translate, assists translators in navigating linguistic distinctions to obtain information and gain a new understanding of a foreign language. additionally, it makes it easier for qualified translators to publish their work and helps readers comprehend concepts expressed in other languages. however, translators should employ pe to produce high-quality output, as suggested by guzma’n, r. (2018); douglas & manqoba (2021); herbig et al. (2019); popović (2018); alta et al. (2012); and almaaytah (2022). they contend that pe can be used to improve mt output. the result of this study shows no differences in lexical cohesion used in the st, mt, and pe outputs. overall, it can be said that the st, mt, and pe have similar levels of lexical coherence. on the other hand, the problems are mostly found in the word and above word-level equivalences. post-editing is, however, considered necessary in this case to enhance the result of the machine translation in both equivalences. conclusion this study identified the network of lexical cohesion in the source and target texts by manual post-editing analysis. it was discovered that the lexical cohesion employed in the st, mt, and pe, are similar. overall, the lexical cohesion of the english text, indonesian mt, and pe could be stated to be very comparable. the results provide english-indonesia translators with important information on how to create text cohesion and the effects that changes in lexical cohesion have on text coherence. therefore, it is important for translators to utilize lexical cohesion devices that allow the target reader to understand and jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 183 accept the translated version of the source text. other problem equivalences, such as those at the word and above-word levels, are added to the pe recommendation while the study examines the usage of lexical cohesion. further research must examine how translators handle equivalences at the word and above-word levels during the post-editing process. references almaaytah, s.a. 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(2019). multi-modal approaches for post-editing machine translation full paper. conference on human factors in computing systems proceedings. https://doi.org/10.1145/3290605.3300461 https://journalppw.com/index.php/jpsp/article/view/5479 https://doi.org/10.2989/16073614.2012.750824 https://doi:10.24843/ljlc.2019.v07.i01.p07 https://aclanthology.org/d12-1097/ https://digitalcommons.mtech.edu/grad_rsch/223 https://doi.org/10.2989/16073614.2021.1942096 https://doi.org/10.1016/j.esp.2014.09.001 http://translationjournal.net/journal/42mt.htm https://doi.org/10.1145/3290605.3300461 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 184 kevin ke hu (2020). how mt errors correlate with postediting effort: a new ranking of error types, asia pacific translation and intercultural studies, 7:3, 299-309, https://doi.org/10.1080/23306343.2020.1809763 koponen, maarit. 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(2013). modeling lexical cohesion for document-level machine translation. ijcai international joint conference on artificial intelligence. 2183-2189. https://dl.acm.org/doi/10.5555/2540128.2540442 https://doi.org/10.1080/23306343.2020.1809763 http://www.jostrans.org/issue25/art_koponen.pdf https://doi.org/10.2307/j.ctt1cn6sgb.21 https://doi.org/10.7575/aiac.ijalel.v.6n.1p.240 https://doi.org/10.3991/ijet.v15i11.13275 https://doi.org/10.1007/978-3-319-91241-7_7 https://doi.org/10.5901/mjss.2012.v3n11p569 https://doi.org/%2010.31014/aior.1993.03.04.161 https://doi.org/%2010.31014/aior.1993.03.04.161 https://doi.org/10.7575/aiac.ijels.v.7n.3p.83 https://dl.acm.org/doi/10.5555/2540128.2540442 https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 received: december 4th, 2022. accepted january 26th, 2023. published february 15th, 2023. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 66 a study of senior high schools in palembang: students’ errors in writing izza choirun nisa* universitas islam negeri raden fatah, palembang, indonesia izzachoirunnisaaa@yahoo.co.id annisa astrid universitas islam negeri raden fatah, palembang, indonesia husnaini universitas islam negeri raden fatah, palembang, indonesia abstract this research was intended to find out an error analysis of students' writing of eleventh grade of students of three senior high schools in palembang. quantitative content analysis research is conducted in this research as the methodology research. this research was conducted in three senior high schools in palembang, namely, (1)sma muhammadiyah 6 palembang which is accredited a, (2) sma nurul amal palembang which is accredited b, (3), sma muhammadiyah 8 palembang which is accredited c. the total of participant of this research is 30 students. in collecting data, the researcher used writing sheet test and error checklist as the instrument of this research. the data was analyzed by using method of analyzing error by ellis. the results of this research showed the errors of writing aspects on students writings of eleventh grade students of three high senior high schools in palembang, namely, first is content errors, second is paragraph organizations errors, third is vocabulary error, forth is mechanic error, and fifth is grammar error. from the findings of this research could be conclude that some of eleventh-grade students in senior high schools in palembang have less knowledge or lack information about five writing aspects as the essential knowledge to write text. keyword: writing, error analysis, aspect writing introduction writing is an essential activity that has been done by humans and has become a device of communication from the past until now. writing becomes a device to communicate with each other which had many developed functions over the time (flood et al., 2015). the writing text has become part of communication among people which is the written text can give information and entertain the reader. according to klimova (2012), there are several benefits in writing such as expressing something, delivering logical arguments, fostering communication and providing or receiving feedback. hence, it is proved by the written text on the syllabus and curriculum of senior high schools that writing skill has to be mastered. therefore, k13 and syllabus told that the content of core competence, namely, expressing https://jurnal.unigal.ac.id/index.php/jall/index mailto:izzachoirunnisaaa@yahoo.co.id jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 67 the topic idea, identifying function text, ordering texts, and using linguistics elements of text has to be learned in writing section learning and teacher has to teach the students about the components in writing as stated of astrid (2015) had told teacher of writing has to teach five components of writing aspect to increase writing skill. however, the students’ writing has some lack of writing aspect. in other words, there are still some problems in learning writing. according to research result of novarian et al. (2018), there are 2 categories namely, the first is an internal problem about aspects of writing and the second is an external problem about low motivation. furthermore, the problem or challenge has to be found out resolve as soon as possible (husnaini & parendi, 2022). commonly, people will misunderstand the sentence if there is error in the sentence. error means the repeated mistake happens to a student who learns writing because of a lack of knowledge of writing in l2 which is different aspect of l1 of students (troike, 2012). based on the result of garintama (2018) were the students still had some errors in developing the content of topic idea in paragraph and inconsistent of using tenses also vocabulary. in fact, the purpose of the curriculum and syllabus for writing skill is being familiar and applying the aspect of writing. based on the preliminary study of three senior high schools in palembang which have different accredited namely, the first is sma muhammadiyah 6 palembang which is accredited a, the second is sma nurul amal palembang which is accredited b and the third is sma muhammadiyah 8 palembang which is accredited c. based on the interviewing is done in january of 2022 with three english teachers of senior high schools in palembang namely, muhammadiyah 6, sma nurul amal and sma muhammadiyah 8 palembang said that the writing material is quite difficult to teach because many writing aspect that make the students make the error in writing. such as inappropriate word in topic, confusion in using verb or tobe, there is no coherence in students’ writing and so forth (m,a,and r, personal communication, 2022). by seeing the difficulties in students' writing and appearing of errors in writing text are made by the eleventh-grade students of sma in palembang which consist of three senior high schools, namely, sma muhammadiyah 6 palembang, sma nurul amal palembang, jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 68 and sma muhammadiyah 8 palembang. the students have lack understanding about aspects of writing. therefore, the researcher was interested to do research in finding errors in writing text are made by eleventh-grade students of palembang. methodology research design the design type of this research is quantitative content analysis research aims to make structural and organizing technique research to describe the communication content (gall, et al., 2003). the type of design is chosen because the researcher wants to know what types of writing aspects errors appear on students’ writing text as phenomena or content of students by using percentage as the result without obtaining the difference action which influenced the sample of the research. population and sample the characteristic of quantitative research is to encompass the larger sample to become the rigorous quantitative research as the line of creswell (2012). in other words this research has to represent the target sample which is generalized as the characteristic of quantitative research. this research population would be conducted to eleventh-grade students of three sma in palembang with three differences accredited. 1. sma muhammadiyah 6 palembang 2. sma nurul amal palembang and the third is sma muhammadiyah 8 palembang. the reason in choosing sma muhammadiyah 6, sma nurul amal, and sma muhammdiyah 8 palembang because there are some errors in students' written text that influence the error of writing aspect. table 1. the total of population no schools total students 1. xi ipa a(sma muhammadiyah 6 palembang) 28 2. xi ipa a ( sma nurul amal palembang) 18 3. xi ipa a (sma muhammadiyah 8 palembang) 29 total 75 the sample of this research is 30 students as total by following the statement of kerlinger and lee (2000), suggested that the minimum of quantitative sample is 30 samples. therefore, the researcher applied the purposive random sampling of this research jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 69 because by choosing accredited schools to represent the research as the purposive and choosing the 10 random of students in each schools as the random sampling and the characteristic of quantitative research. table 2. the total of sample no schools total students 1. xi ipa a(sma muhammadiyah 6 palembang) 10 2. xi ipa 1 ( sma nurul amal palembang) 10 3. xi ipa 1 (sma muhammadiyah 8 palembang) 10 total 30 data collection instrument is the device of research to find the answer. the process of preparing collect data to find the answer of question research can be said as instrument (frankel, 2012). for this instrument research, the researcher will use test and the checklist. the first instrument of this research is test of writing text. the students wrote exposition text by choosing one topic out of three topics. the second instrument is the checklists of errors in writing test that were used to observe the errors in writing of written text by eleventh grade students by expert judgment. the aimed of this research is finding out the aspects writing error in students’ writing. so, the collection data of checklist errors in writing test was chosen based on the categories and subcategories. the checklist table was filled by checking the students’ error in writing text which is adopted from brown (2015) and the subcategories which are get from the students’ writing error journal of research from previous research. validity and reliability the meaning of validity refers to the correctness and usefulness to collect in doing inference the data (frankel et al, 2012). this research will use the content validity to convey the result of data. content validity refers to obtain rate or to assess the content from expert judgment (creswell, 2012). the content validity is needed to identify the instruments of this research namely, test and checklist writing errors. the instruments have already checked by two validators. however there is aspect that has become paying attention to do content validity. the other aspect in using content validity is make sure the format of instrument which will be given to experts or validators (frankel et al., 2012). jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 70 first instrument is writing sheet test, the procedure is begun by knowing the test specification of writing test of analytical exposition text which could be appropriate with topic area and activities of test by syllabus. the validators checked the test specification test to convey the topics area, instruction writing sheet test, and allocation time. second instrument, the validators checked checklist errors of students’ writing text, the procedure were first, researcher gave the writing rubric would be adopted, the researcher adopted rubric from brown (2015) which was be given validators to check writing aspects based on the writing rubric. the researcher filled out the categories of writing errors by finding out from previous studies. the categories is written by based on the writing rubric brown as the categories writing error and is made in into checklist error as the instrument of checklist error. therefore, the validators accepted the instrument. the meaning of reliability could be measure the consistent of data.. according to creswell (2012), the meaning of reliability is reliability means that scores from an instrument are stable and consistent. the consistent of this research data will be used interrater as the reliability in quantitative data to see the consistency of between two raters in checking the errors in writing. inter-rater reliability is done by two experts to measure the data to make consistent to avoid the bias (creswell, 2012). to convey the consistency of between two raters as inter rater reliability which to see the reliability of test, the researcher asked for help to two raters to recheck the researcher’s analysis of students’ writing test. the reliability is counted by spss 22 version, if the r value of pearson correlation is higher than r (0,707) is reliable or consistent the r value is (0,790) which means consistent or reliable and the ρ-sig is 0,007 which is lower than ρ -0,005. findings and discussion the findings presented an error analysis in writing by eleventh grade of three senior high schools in palembang. there were total 30 text of analytical exposition text from 30 students from three senior high schools in palembang. the researcher has identified the error of writing text by using five writing aspects which consists of five aspects namely, first is content, second is paragraph organization, third is vocabulary, forth is mechanic, jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 71 and fifth is grammar. the checklist error is applied as the instrument to check writing aspect errors in students’ analytical exposition writing text. 1 error regarding to content aspect there were 16 errors of writing content in 30 students’ writing text which contains two subcategories namely, first is topic sentence (ts) and second is support sentence (ss). 2.error regarding to paragraph organization aspect there were 22 errors of paragraph organization part in 30 students’ writings which contains subcategories such as coherence, cohesion, argument part. and concluding part. 3. error regarding to vocabulary aspect there were 5 vocabulary errors which appeared on 30 students’ writings which contains subcategories as word choice. 4. error regarding to mechanic aspect there were 75 errors of mechanic part in 30 students’ writing text which contains subcategories spelling, punctuation, and capitalization. 5. error regarding to grammar aspect there were 36 errors of grammar part which contains subcategories such as subject verb agreement (sva), verb + preposition (v+p), word order (wo), word form (wf), pronoun (p), singular/plural noun (s/p), preposition (p). for another probability error (ape) includes the error that has not mention on checklists’ categories such as passive voice, to infinitive, gerund and so forth. discussion interpretation is delivered to answer the notion which are related to the findings, previous study, and existing theories. the findings indicated that the eleventh grade students of sma muhammadiyah 6 palembang, sma nurul amal palembang, and sma muhammadiyah 8 palembang had done the five writing aspect errors on students’ writing analytical exposition text. there are five errors of writing aspects such as content error, paragraph organization error, vocabulary error, mechanic error, and grammar error. based on, the findings above, this research delivered the information of what the type of writing jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 72 aspect errors appear on eleventh grade of students’ writing text. the researcher revealed that the errors of aspect writing appear on the eleventh grade students' text. first error is content error which has two subcategories errors, first subcategories is the error of topic sentence such as, “did you know that danger of cigarette.” (en, students of sma muhammadiyah 6 plg). first sentence is topic sentence which consists of one subject and one verb as the problem idea for the paragraph however student used question sentence as the topic sentence of the paragraph one. according to the oshima and hogue (1981) said that the form of topic sentence consist of a subject, verb and complement as the complete sentence to comprise the topic and also controlling idea. so, the correction for this sentence is supposed to be “there are many dangerous of cigarette.”. second subcategories is error of paragraph organization which has two parts, first is coherence and cohesion error such as “the cause of global warming in general is the increase in the production of greenhouse gases. the more greenhouse gases, the more concentration o3 reacts with these greenhouses gases. as the result, the contcentration of o3 in the stratosphere is reduced. how can we as humans prevent marketing from getting any worse.”(sz, student of sma muhammadiyah 8 plg). first sentence explained about the issue of global warming however the support sentence is unrelated to the issue. second error is error of paragraph organization which has two subcategories, first is coherence and cohesion error such as “the cause of global warming in general is the increase in the production of greenhouse gases. the more greenhouse gases, the more concentration o3 reacts with these greenhouses gase”s. as the result, the contentration of o3 in the stratosphere is reduced. how can we as humans prevent marketing from getting any worse.”(sz, student of sma muhammadiyah 8 plg). first sentence explained about the issue of global warming however the support sentence is unrelated to the issue. this error has same problem of the result research of saputra et al. (2014) which some of students has lack of coherence and cohesion to develop the topic or issue. and second subcategories is general structure error such as lack of concluding part of analytical of exposition text such as “and i admit that i smoke.”(sma muhammadiyah 6 plg).the error of sentence is not stated by concluding word and the sentence is unrelated to the topic jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 73 of risk of smoking. some of students forgot to put the concluding part or forgot to put the concluding part as the beginning of paragraph (garintama, 2018). third error is error of vocabulary part which consists of choosing of word choice for the topic. the error from students the error of word choice in student sentence as example from s of sma muhammadiyah 8 plg “we need public awareness to fight air pollution” . the word fight of this sentence is inappropriate for this topic. fight word is for two people get anger and punch each other. so the correction for this sentence is “we need public awareness tobe aware air pollution.” error happens because the students have lack of vocabulary in other language. the learners are not able to conduct the foreign language form (jeremy, 2014). forth error is error of mechanic part consists three subcategories, namely, first is error of spelling “smog which is vey dangerots for healt”. this sentence has three misspelled word such as vey, dangerots and healt. the vey is adding r letter after e letter, the dangerots is misspelled which become dangerous, and the healt is misspelled. the error happened because there is different sound both of sound and writing which make students confuse as the result of error analysis of syafitri (2021). the sentence should be health. so, the correction of this sentence is “smog is very dangerous for health.”. then, second subcategories is punctuation error, the example is “80.000 years. and since 1870” (mf, student of sma muhammadiyah 6 plg). before conjunction of and word is followed by comma because there are multiple sentence but in this case the student put period instead comma for punctuation and moreover there is only two sentences so before and word as conjunction, student had to put and directly instead adding comma and the correction of this sentence is “80.000 years and since 1870”. this error also occurred on result of husada et al. (2018) the student confuse to place the punctuation in sentence. and last subcategories capitalization error is such as ” after. to reduce air pollution” before word to there is the period mark which is continued to use capital letter. so, the correction the sentence is “after. to reduce air pollution.” the capitalization error is showed by result research of rahmadi (2018) which student sometimes forgot to write capital letter after using period, name of place, and so forth. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 74 fifth error is error of grammar part consists 12 subcategories, such as, first subcategories is preposition error such as, its can damage.” (s, student of sma muhammadiyah 8 plg). first error of the sentence is using the possessive pronoun as the subject (miss –subject) and without adding be before damage verb (miss-verb) because damage as noun should be begun by be+noun . so the correction of this sentence is” it can be damage”. it has same research result of kurniati (2017) that students used possessive pronoun as subject which is wrong and writing has proofed that students sometimes do word form. next error subcategories error is subject-verb agreement such as ”global warming need to stop for some reasons.” ( mf, student of nurul amal plg) the subject is singular which is continued by verb with adding s as the subject-verb agreement. so, the correction is”global warming needs to stop for some reasons.” these also occurred on result research of khatter (2019) had resulted that student has less pay attention of using subject and verb for the sentence. then subcategories error is of missing independent clause occurred on student’s text such as,” even they know it's give so many bad effect.” (nst, student of sma muhammadiyah 6 plg). there are 2 subject and verb in one sentence which mean there is independent and dependent clause. this sentence has lack of adjective clause for connecting two sentences. so the correction of this sentence is “even they know that it's giving bad effect”. the error happened because students unnoticed there is two subjects and two verb in one sentence must be coordinate (ananda et al., 2014). after that, subcategories is verb+preposition error such as, “stay away smoking in order body is healthy” the sentence has lack of verb+preposition same as the result of kurniati (2017) had resulted about the disappearing of preposition after verb can cause the misunderstanding of sentence. probably the sentence should be “stay away from smoking in order body is healthy”. next error is plural or singular noun error, the example of error is “so many bad effect” the sentence should be “so many bad effect”. as the result research of bustomi (2019) had resulted about confused about the count and uncountable noun in sentence also changing the word of noun if the things are plural or singular. the sentence should be “ so many bad effects”. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 75 conclusion based on, the findings of an error analysis of students' writing of analytical exposition text already had written by eleventh grade student of three senior high schools in palembang, namely, (1) sma muhammadiyah 6 palembang which is accredited a, (2) sma nurul amal palembang which is accredited b, (3) sma muhammadiyah 8 palembang which is accredited c. the researcher found the types of writing aspect error of students' in writing, namely, (1) the content error (2) the paragraph organizations error part, (3) vocabulary error part (4) the mechanic error part, (5) grammar error part occurred in students' writing. for future researcher, at this time, there are some of studies about an error analysis of writing aspect in writing skill. the researcher hopes there will be many future researchers who are concern more about the learning aspect writing to develop writing will become good and comprehend text in writings. additionally, the future research can resolve the problem of an error analysis in writings and finding out the strategy to learn about writing for student. references astuti, y. 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(2002). assesing writing. cambridge university press. https://www.researchgate.net/publication/288592066_writing_skill_and_categorical_error_analysis_a_study_of_first_year_undergraduate_university_students https://www.researchgate.net/publication/288592066_writing_skill_and_categorical_error_analysis_a_study_of_first_year_undergraduate_university_students https://doi.org/10.23887/jpbi.v2i1.1429 https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 received: december 28th, 2022. accepted january 26th, 2023. published february 15th, 2023. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 121 lexical density in efl indonesian textbooks: a comparative analysis ahmad fadhil* universitas pendidikan indonesia ahmadfadhil@upi.edu wawan gunawan universitas pendidikan indonesia yanty wirza universitas pendidikan indonesia abstract the lexical density is known as the component determining the complexity level of the text. hence, lexical density measurement is needed to determine how challenging a particular text is to read. however, it is important to know that the lexical density in english reading materials especially in indonesian efl textbooks between the government publisher and non-government publisher is still less explored. this research will employ the quantitative design to investigate how dense the lexical items are found in these two efl textbooks. the result showed that the lexical density of the non-government textbook is denser in all of the genres of the text compared to the government textbooks. in brief, by knowing the lexical density in the text, the teacher should have known what the appropriate text level should be taught to the students which is neither too low nor too high. keywords: lexical density, efl, textbooks introduction textbooks are the most frequently used resources in the teaching and learning process. they become the primary source that is the most easily obtained and directly aid pupils in getting clear conceptions of the topic matter. in indonesia’s educational system, moreover, textbooks are regarded as the primary component of the curriculum reflecting the curriculum's requirements in a single package encompassing the material, methods, and processes for teaching and learning in the classroom. it also gives teachers a methodical syllabus to follow when teaching a specific subject. furthermore, approved publishers create textbooks based on the most recent curriculum. once the educational ministry of indonesia has announced a newly developed curriculum, numerous competitive publishers, https://jurnal.unigal.ac.id/index.php/jall/index mailto:ahmadfadhil@upi.edu jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 122 including experts in instructional material, will design and build new textbooks that comply with the curriculum. in general, assessing efl textbooks, particularly in terms of linguistic density, is required to verify that the textbooks utilized properly facilitate teachers' instructional objectives. furthermore, measurement of lexical density is needed to find out how challenging a particular text is to read. as a result, it will be easier to catch what aspects of the text that tend to be key factors making the text complex such as the sophistication of vocabulary, the sentences and syntax aspect, and the measurements of the coherence as a whole text, etc. (brown and kappes, 2012). however, it is important to know that the lexical density in english reading materials in indonesian efl textbooks between different publishers, particularly the comparison of government and non-government publishers, is still less explored, and therefore a thorough investigation is needed as the different publishers tend to represent the lexical density level variously. therefore, this recent study will investigate the lexical density level found in two efl textbooks from two different publishers by focusing on three aspects of analysis such as the comparison of the lexical density index, the lexical items, and the genre. review of the literature efl textbooks a textbook is one of the instructional media that plays a significant part in the teaching-learning process. a textbook is a type of teaching material that serves as the subject matter as outlined by the curriculum. it is the primary source used to guide learners/students in learning the subject knowledge. despite the increasing diversity of educational resources and technologies, textbooks continue to be the single most essential source of support for teachers and students. according to cunningsworth (1995), textbooks provide important roles in the teaching-learning process functioning as an effective tool for independent learning, an efficient resource for presentation material, a reference of ideas and activities, a reference jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 123 source for students, a syllabus in which pre-determined learning objectives are reflected, and assistance for less experienced teachers who have yet to feel more confident. cunningsworth (1995) also suggested four qualities of a successful textbook. to begin, a good textbook should correspond to the demands of the learners as well as the goals and objectives of the language learning program. second, they should represent the subject's practical application for the students. good textbooks in language learning should prepare students to utilize language effectively for their purposes. third, a good textbook should consider students' learning needs and support their learning process without prescribing a strict "system." last, they should have a clear function in facilitating learning. according to harmer (2007), the most crucial part of textbook utilization is for teachers to engage students with the topic they will be dealing with. hence, in efl scope, textbooks become such important components of the teaching-learning english as a foreign language. it can be used as a main guide, either as instructional media or as curriculum-based lesson materials. lexical density according to johansson (2009), lexical density is the term that is usually used to describe the proportion of lexical words such as nouns, verbs, adjectives, and often also adverbs) to the total number of words. similarly, gerot and wignell (1994) defined lexical density as a measurement of the amount of content information in a clause or text calculated by dividing the number of lexical words in and the total number of the clause. nevertheless, this classification is not a definition of lexical density but it implied how the lexical density is measured or calculated. therefore, it is safe to define lexical density as the degree of richness of a text in terms of meanings, ideas, and information presented. moreover, halliday (1989) defined lexical density as the appearance of how dense information/idea is presented and realized by content words or lexical items, not by the function word or the grammatical items. based on the explanation above, it is synthesized that lexical density is one kind of measurement to know how rich and how dense the text information or ideational meaning is presented. in measuring lexical density, it is important to know some word jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 124 compositions that appeared in the text. eggins (2004) stated that a text consists of two major proportions of words which are the content-carrying words (lexical items) and grammatical function words (grammatical items). content words or lexical items consists of nouns, verbs, adjectives, and adverb of manner while grammatical items consist of pronoun, determiners, auxiliary verbs, preposition, and conjunction. however, only the lexical items are measured in determining lexical density because the lexical items or content words are words that deliver the high information that determines whether the text is easy, moderate, or hard. hence, the classification of lexical items is listed below as stated by eggins (2004). in the discourse, nouns are generally functioning as the subject or object of a clause sentence or the sentences. the noun can be the form of the names of things, places, persons, professions, activities, events, etc. in detail, there is some classification of nouns. firstly is the common noun. the common noun refers to common vocabularies, which can be persons, places, or common things in general and it is not capitalized. secondly, is the proper noun, which is the opposite of a common noun, normally used to state a specific detail and it always appears in the capital formation in the beginning letter. the proper noun can be the specific names of someone, places, or other things. the next type of noun is the compound noun which is the combination of two or more words that is functioned together as a single noun. other types are gerund and nominalization in which the base verbs are added by some kind of prefix or suffix to form a new lexical meaning of the noun. next, verbs or precisely the lexical verbs are generally functioning as the predicative sign of a clause or a sentence. a verb identifies the happening, action, or state of something which have a significant role in any part of clauses or sentences. in detail, there are some categorizations of lexical verbs. it can be formed by base verbs, regular/irregular verbs, and transitive/intransitive verbs. others lexical items are adjectives and adverbs of manners. in the text, these two kinds of words act importantly to give additional information to the subject, predicate, and object of the clause or sentence. generally, adjective functions to modify the subject or the jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 125 object which are nouns, or noun phrases. while the adverb of manner functions to modify the lexical verbs acted as a predicate in a clause or sentence. several studies have shown the analysis of lexical density in efl textbooks. to and mahboob (2017) examined the lexical density of textbooks used in tefl using the sfl approach. after analyzing 24 readings, the result showed that the more complex the language feature, the more advanced the levels of the books. putra and lukmana (2017) also investigated the complexity of reading text in english textbooks. they discovered that the complexity of the three textbooks, consisting of several aspects of analysis, namely, lexical density, lexical diversity, and grammatical intricacy, grew consistently from one grade level to the next level. mulyanti & soeharto (2019) also investigated the lexical density of reading text in the case of english juniorhigh-school textbooks. in contrast with other studies, they found out that the textbooks have an inconsistent development from lower to higher grades. specifically, the reading materials in secondary grade textbooks are more complex than others in this case. similar to the previous study, sari (2016) investigated the lexical density in three efl textbooks graded from classes x, xi, and xii. the result showed that there are inconsistencies in lexical densities among grades and class xi has the lowest lexical densities among the rest. in other words, higher levels of texts do not necessarily guarantee higher lexical density indexes. prawinanto and bram (2020) explored lexical density in an english textbook for senior high school students by focusing on adjective and noun clause appearance. results showed that there were three lexical density levels found in those adjective and noun clauses. the three levels were low, medium, and high. pintubatu and gultom (2021) assessed the lexical density score in several texts in look ahead textbook for grade xii. the result of the study found that the level of lexical density of four out of six reading texts is low and the other two texts are considerably high. methodology jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 126 in this study, the quantitative descriptive design will be employed. halliday’s systemic functional linguistics (sfl) framework was used in this study to conduct a linguistic analysis of reading comprehension passages from the efl textbooks selected. efl textbooks taken in this study consist of two textbooks in total. both are from the 2013 curriculum (k13), namely pathway to english, published by erlangga (nongovernment), and bahasa inggris, published by kemdikbud (government). all textbooks are tenth-grade level in which widely used as primary efl textbooks in many senior high schools in indonesia. there is a total of twenty texts analyzed, ten are from government textbooks and the other ten are from the non-government textbook. in collecting data, this study employed halliday’s lexical density measuring formulas which counted the total number of lexical items divided by the total number of the ranking clause. halliday′s ld = total number of lexical items total number of ranking clause halliday (1985) found out that a typical average lexical density for written texts is between 3 and 6, depending on the text's formality. the higher the index, the more difficult the text is. conversely, if the index ranged between 1.5 and 2, it will be considered the typical text for spoken language. the levels of lexical density lexical density index appearance high >7 medium 3-6 low 0-2 for lexical density analysis, there are several procedures employed in this research. the following steps outline the procedure for assessing lexical density in the texts used for this study. first, ranking clauses of the text will be determined. then, lexical items for each text will be identified and manually counted based on the classification of lexical items and grammatical elements. after determining the total words, lexical items, and ranking clauses, halliday's lexical density formulas will be used to calculate the lexical density index. the same lexical density analysis would be applied to the rest reading texts in this study. lastly, the results of lexical density calculations will be displayed in tables. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 127 finding and discussion lexical density index descriptive publisher descriptive texts ∑ lexical items ∑ sentences ∑ ranking clause ld index ld index mean government text 1: tanjung puting national park 199 22 39 5,1 5,1 text 2: taj mahal 137 17 26 5,3 text 3: niagara falls 206 31 42 4,9 nongovernment text 1: soeharto 86 13 15 5,7 5,3 text 2: semarang city 116 17 21 5,5 text 3: bali 79 11 17 4,6 recount in reference to the table presented, it is stated that the lexical density index in the descriptive genre showed the variation of six descriptive texts analyzed. in gov textbook, the highest index is the taj mahal text and the lowest is the niagara falls. in the non-gov textbook, the highest index was soeharto and the lowest index was bali. interestingly, from both publishers, the last part of the descriptive text session tends to be easier than the previous texts. however, an overview of this table emphasizes that the descriptive genre in non-government textbook is slightly denser than the government textbooks although the texts in the government textbook are longer. publisher recount texts ∑ lexical items ∑ sentences ∑ ranking clause ld index ld index mean government text 1: meeting my idol 144 26 45 3,2 4,2 text 2: heroes day 120 14 25 4,8 text 3: b.j habibie 215 31 46 4,7 text 4: cut nyak dhien 252 37 63 4,0 non-government text 1: peace treaty and mou 102 16 23 4,4 4,7 text 2: the apollo mission 115 15 21 5,5 text 3: the invention of penicillin 86 10 19 4,5 text 4: the invention of the telephone 82 11 19 4,3 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 128 narrative the table above illustrated the lexical density index in the recount genre that showed some different indexes from the texts analyzed. in gov textbook, the highest index is heroes day text and the lowest is meeting my idol. in non-gov textbooks, the highest index is the apollo mission and the lowest index is the invention of the telephone. furthermore, from both publishers, the second part of the recount text session tends to be more complex than either the previous text or the texts presented ahead. nevertheless, an overview of this table indicated that the recount genre in the nongovernment textbook is denser than the government textbooks although the texts in the government textbook are a little bit longer. publisher narrative texts ∑ lexical items ∑ sentences ∑ ranking clause ld index ld index mean government text 1: issumboshi 281 51 78 3,6 3,3 text 2: the legend of malin kundang 165 28 45 3,7 text 3: strong winds 148 35 57 2,6 non-government text 1: miller and his son 150 15 39 3,8 3,8 text 2: si pahit lidah (south sumatra) 163 24 38 4,3 text 3: the green knight 165 32 50 3,3 in the narrative genre, it is stated that the lexical density index varies among the six texts analyzed. in gov textbook, the highest index is malin kundang and the lowest is strong winds. in the non-gov textbook, the highest index is si pahit lidah, a fairytale from south sumatra, and the lowest index is the green knight. interestingly, from both publishers, the last part of the narrative text session tends to be less dense than the previous texts. however, an overview of this table showed that the narrative genre in the non-government textbook is denser than in the government textbook. aspects of comparison publishers more complex government non-government ld descriptive 5,1 5,3 non-government ld recount 4,2 4,7 non-government ld narrative 3,3 3,8 non-government jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 129 ld total 12,5 13,8 ld average 4,2 4,6 non-government the table above highlighted the summary of the lexical density of all genres in both publishers. in general, the lexical density of the non-government textbook is denser in all genres compared to the government textbooks. halliday (1985b) found out that a typical average lexical density for written texts is between 3 and 6, depending on the text's formality. the higher the index, the more difficult the text is. conversely, if the index ranged between 1.5 and 2, it will be considered the typical text for spoken language. from the table above, it is found that the majority of written texts showed ld scores in the range of 4. it means that the level of the written text in both textbooks is considered average. however, even though the level of lexical density of both textbooks is considered average, it is safe to say that the non-government textbook is a little more complex in terms of its lexical density than the government one in this case. lexical items appearance descriptive genre lexical items density total noun lexical verbs adjectives adv, manner common noun proper noun gd1 124 15 35 18 7 199 gd2 79 15 19 22 2 137 gd3 125 25 35 20 1 206 total desc. 328 55 89 60 10 542 percentage 60,5% 10,1% 16,4% 11,1% 1,8% 100,0 in a descriptive genre in the government textbook, common nouns highly dominated more than half per cent followed by lexical verbs at 16,4 %, adjectives at 11,1 %, proper noun at 10,1%, and closed adverbs of manner at 1,8%. genre lexical items density total jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 130 noun lexical verbs adjectives adv, manner common noun proper noun ngd1 51 12 14 9 0 86 ngd2 55 32 15 11 3 116 ngd3 35 22 12 8 2 79 total desc. 141 66 41 28 5 281 percentage 50,2% 23,5% 14,6% 10,0% 1,8% 100,0% in the descriptive genre in the nongovernment textbook, common nouns dominated half of the percentage followed by proper nouns in almost a quarter, lexical verbs at 14,6%, adjectives at 10,0 %, and closed by the adverb of manner at 1,8%. recount genre lexical items density total noun lexical verbs adjectives adv, manner common noun proper noun gr1 73 11 41 18 1 144 gr2 62 22 26 8 2 120 gr3 105 57 43 7 3 215 gr4 99 71 67 11 4 252 total rec. 339 161 177 44 10 731 percentage 46,4% 22,0% 24,2% 6,0% 1,4% 100,0% in the recount genre in the government textbook, common nouns almost took half of the percentage at 46,4%, followed by lexical verbs at almost a quarter, proper nouns at 22,0%, adjectives at 6,0 %, and closed by the adverb of manners at a small number. genre lexical items density total noun lexical verbs adjectives adv, manner common noun proper noun ngr1 61 8 16 13 4 102 ngr2 63 11 24 8 9 115 ngr3 49 9 20 6 2 86 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 131 ngr4 45 13 19 5 0 82 total rec. 218 41 79 32 15 385 percentage 56,6% 10,6% 20,5% 8,3% 3,9% 100,0% in the recount genre in the non-government textbook, common nouns took more than half of the percentage at 56,6%, followed by lexical verbs at 20,5%, proper nouns at 10,6%, adjectives at 8,3 %, and closed by adverb of manners at almost 4%. narrative genre lexical items density total noun lexical verbs adjectives adv, manner common noun proper noun gn1 67 17 54 25 2 165 gn2 51 14 64 18 1 148 gn3 109 29 103 37 3 281 total nar. 227 60 221 80 6 594 percentage 38,2% 10,1% 37,2% 13,5% 1,0% 100,0% in the narrative genre in the government textbook, common nouns almost took more than one-third of the percentage at 38,2%, followed by lexical verbs at 37,2%, adjectives at 13,5 %, proper nouns at 10,1%, and closed by adverb of manners at a small number. genre lexical items density total noun lexical verbs adjectives adv, manner common noun proper noun ngn1 71 0 61 18 0 150 ngn2 66 31 34 27 5 163 ngn3 82 0 60 21 2 165 total nar. 219 31 155 66 7 478 percentage 45,8% 6,5% 32,4% 13,8% 1,5% 100,0 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 132 in the narrative genre in the non-government textbook, common nouns almost took more than half of the percentage at 45,8%, followed by lexical verbs at 32,4%, adjectives at 13,8 %, proper noun at 6,5%, and closed by adverb of manners at 1,5%. lexical items comparison descriptive lexical items descriptive gov book non-gov book common noun 60,5% 50,2% proper noun 10,1% 23,5% lexical verbs 16,4% 14,6% adjectives 11,1% 10,0% adverb of manner 1,8% 1,8% total percentages 100,0% 100,0 in the descriptive genre, it is stated that the lexical item's appearance in both textbooks is highly dominated by the government textbook. the government textbooks outclassed the non-government textbooks in terms of common verbs, lexical verbs, adjectives, and adverbs of manner except proper nouns. moreover, from the table above, it can be synthesized from both publishers, that common noun in descriptive texts takes a dominant role with more than half of the percentage. recount lexical items recount gov book non-gov book common noun 46,4% 56,6% proper noun 22,0% 10,6% lexical verbs 24,2% 20,5% adjectives 6,0% 8,3% adverb of manner 1,4% 3,9% total percentages 100,0% 100,0% in the recount genre, the table illustrated that the lexical item's appearance in both textbooks appears in equal numbers but non-gov textbooks took the majority of the lexical jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 133 items such as common nouns, adjectives, and adverb of manner. otherwise, the government textbook is dominated by proper nouns and lexical verbs. moreover, from the table above, it can be synthesized from both publishers, that common noun in recount texts takes a dominant role with a higher percentage and then followed by lexical verbs that also played important role in making clause and sentence in the recount text. narrative lexical items narrative gov book non-gov book common noun 38,2% 45,8% proper noun 10,1% 6,5% lexical verbs 37,2% 32,4% adjectives 13,5% 13,8% adverb of manner 1,0% 1,5% total percentages 100,0% 100,0% in the narrative genre, the table showed that the lexical item's appearance in both textbooks appears in equal numbers but non-gov textbooks took the majority of the lexical items such as common nouns, adjectives, and adverb of manners. otherwise, government textbooks are dominated by proper nouns and lexical verbs. moreover, from the table above, it can be synthesized from both publishers, that common noun in narrative texts still takes a dominant role although not as big as the previous genres, then followed by lexical verbs in second place that showed a higher percentage than previous genres. to sum up, common nouns, proper nouns, lexical verbs, adjectives, and adverbs of manner take a different frequent appearance. in both textbooks, and among all genres, common nouns dominated around half or more percentage of total words of other lexical items followed by lexical verbs in second spot, proper nouns in third, adjectives in the fourth rank of composition and adverb of manners in the last. the common noun is so significant choice in almost all of the genres dominating around half or more percentage of the total words of other lexical items. common nouns can act as a key in determining the orientation and information of the text. the more jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 134 common noun of the text, the more informative the text is. as a consequence, the lexical density index also increased significantly. in the proper noun case, it depends on the genre of the text. the descriptive tended to use proper nouns frequently by stating and repeating the descriptive object such name of the place, the name of a person, etc. similar to descriptive, the recount text also use the proper nouns frequently by stating and repeating the descriptive object such as the name of places, the name of persons, and important events. in the narrative case, most proper nouns stated the name of persons or place at the beginning but later, it changed to pronouns (for persons) or here/there (for place). in other words, the repetition in narrative tends to be lower than in other types of genres in this study. lexical verbs are one of the main parts of a clause or sentence. the use of verbs will signify the action and process that will happen to the text plot. in the case of lexical verbs, the narrative text, in two different publishers, takes more verb appearance than the other two genres. this may be caused by the use of multiple speech verbs such as said, replied, answered, believed, etc. these repetitions of verbs in either direct mode or indirect mode make the narrative text produce a higher number of verb appearances. the same case also appeared to be a recount and descriptive. descriptive text tends to use many verbs to give actions and to inform something. in recount text, verbs are mainly used to tell the information and the sequence of the events about the topic. in the case of adjectives, descriptive and narrative provide an adequate appearance of adjectives since these two genres relied much on the characteristics of actors or places that occurred in the text. in the recount text, there are fewer adjectives because many recount texts in this study told about chronological orders that depend much on verbs and nouns which highly give important information about the events. lastly, the last lexical item is the adverb of manners. this adverb provides additional information by modifying the lexical verbs that functioned as the predicate which affects the overall meaning of a sentence or a clause. this type of lexical item is rarely used in many texts in both textbooks. conclusion jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 135 in brief, the lexical density of the non-government textbook is denser in all genres compared to the government textbooks. even though the level of lexical density of both textbooks is considered average or moderate, it is safe to say that the non-government textbook is a little more complex in terms of its lexical density than the government one in this study due to the higher index that the government textbook. moreover, common nouns, proper nouns, lexical verbs adjectives, and adverbs of manner also take different percentages of composition in the text. in both textbooks, and among all genres, common nouns dominated around half or more percentages of total words of lexical items followed by lexical verbs in the second spot, proper nouns in the third, adjectives in the fourth rank of composition, and adverbs of manner in the last. the result of this study can give a contribution to efl teaching, especially for a teacher who wants to teach text to their students by selecting appropriate text to students’ level in which the text is neither too low nor too high so that the learning outcome will be achievable. for future researchers, it is suggested to investigate other efl textbooks or reading materials by using halliday’s formula or other different methods in measuring lexical density. references brown, s., & kappes, l. (2012). implementing the common core state standards: a primer on. colorado: aspen institute. cunningsworth, a. (1995). choosing your coursebook. oxford: heineman. eggins, s. (2004). an introduction to systemic functional linguistics. 2nd edition. london: continuum. gerot, l. & wignell. p (1994). making sense of functional grammar. cammeray, nsw: aee. gultom, j. j., & pintubatu, e. grammatical intricacy and lexical density of reading texts of english textbook for senior high school grade xii. bahas, 33(2), 173-182. halliday, m. a. k. (1989). spoken and written language (2nd ed.). oxford: oxford university press jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 136 halliday, m. a. k. (1985). spoken and written language. deakin: deakin university harmer, j. (2001). the practice of english language teaching. essex: pearson education. johansson, v. (2009). developmental aspects of text production in writing and speech. travaux de l'institut de linguistique de lund, 48. lund: lund university. mulyanti, w., & soeharto, p. p. (2020, april 22). text complexity in english textbooks for junior high school: a systemic functional perspective. paper presented at the 12th conference on applied linguistics (conaplin 2019). bandung, atlantis press. prawinanto, a., & bram, b. (2020). adjective and noun clause lexical density in an english textbook for senior high school students. getsempena english education journal, 7(2), 255-268. putra, d. a., & lukmana, i. (2017). text complexity in senior high school english textbooks: a systemic functional perspective. indonesian journal of applied linguistics, 7(2), 436-444. sari, d. (2016). measuring quality of reading materials in english textbook: the use of lexical density method in assessing complexity of reading materials of indonesia’s curriculum–13 (k13) english textbook. joall (journal of applied linguistics and literature), 1(2), 30-39. to, v. t., & mahboob, a. (2018). complexity of english textbook language: a systemic functional analysis. linguistics and the human sciences, 13(3), 264-293. https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 received: december 28th, 2022. accepted january 26th, 2023. published february 15th, 2023. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 102 cognitive behaviors in indonesian-english translation: exploring translation processes andi rustandi english education program, universitas galuh, indonesia andru.unigal@yahoo.co.id abstract this present study investigated the cognitive behaviors in the processes of indonesian-english translation. two research questions were employed to find out; 1) what types of cognitive behaviors emerge in the translation processes, 2) and which types of cognitive behavior are the most dominant in the translation process? the data were taken from screen recording of translator activities in video supplemented by thinkaloud protocols in transcon6_id.mp4 entitled "panorama sumba." the data were analysed qualitatively by following the steps: transcribing, identifying, classifying, and interpreting (bailey, 2008). the result reveals that the translator uses several cognitive behaviors such as generating ideas, revising, elaborating, clarifying, retrieving, rehearsing, referencing or resourcing, and summarizing. however, the translator's most dominant behavior is referencing by seeking the dictionaries to solve the translation problem. keywords: cognitive behaviors, translation process introduction translation text is interrelated with the mental process of the translator called cognitive behavior. this notion is an essential factor behind the acceptability of translation products from the source text to the target text. thoroughly, the translation outcome can be postulated as the translator's competency in linking each event and situation in the text by processing them into the brain. it means that understanding the translator's cognitive behavior means understanding the translator's working mind in creating meaning based on the situation in the text. ironically, the emergence of this notion has not received much attention as the essential factor in the process of translation investigation. however, it provides valuable tools of concepts to understand the internal operations of translator in https://jurnal.unigal.ac.id/index.php/jall/index mailto:andru.unigal@yahoo.co.id jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 103 creating contextual meaning while translation process. concerning this issue, this present study provides the description the types translator mental activity used by the translator to create meaning in producing a reciprocal text. cognitive behavior is viewed as a mental activity of translation of all human translation processes (angelone & shreve, 2010 in teimooriyan & yusefi 2017). moreover, mu (2005) postulated cognitive behavior as cognition of all mental processes and abilities in which people engage daily such as memory, revising, learning, problemsolving, evaluation, reasoning, and decision making. however, risku (2012) explains that cognitive behavior is an approach to understanding and explaining translators' minds' workings. accordingly, through this behavior, the translator’s strategy and activities to create meaning can be traced while working with the text. several previous studies have investigated the emergent of cognitive behavior in the translation process. wang (2020) affirms that cognitive behavior helps the translator psychologically to clarify and reduce the translation bias occurring in this process. in another study, tetiana (2016) contended cognitive behavior controls the organization and implementation of the translation discourse to integrate to the language and culture. moreover, ketola (2015) asserts that the framework of cognitive behavior can illustrate the technical text. in some fields, mamadove (2016) postulated that cognitive behavior could be used metaphorically in the translation discourse. thus, walker (2018) stated that cognitive behavior could be used to compare the level of equivalence in the discourse in translation studies. all the previous studies above mainly discussed the value of cognitive behavior in the translation process and translation product. however, the categorization of translator mental activity is rarely to discuss as the main topic in the translation process. this categorization is pivotal to postulate the types of the translator mental activities in creating meaning from the source text to the target text. concerning this issue, the present study is aimed at investigating the translator's cognitive behavior in translating indonesian-english text. two research questions are used to investigate (1) what types of cognitive behavior used by the translator and (2) what is the dominant types of cognitive behavior used by the jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 104 translator. this study contributes to get a whole description of the activities and strategies of translator in producing reciprocal text. review of the literature cognitive behavior and translation process cognitive behavior emerged in europe in the eighteenth century, concerned with the nature of knowledge, structures, and processes of acquiring human behavior in the field of psychology (mu, 2005). recently, cognitive behavior is a pivotal aspect in the translation process to investigate the translation activity process. this notion is defined as all mental processes and abilities in which people engage daily, such as memory, learning, problemsolving, evaluation, reasoning, and decision-making (mu, 2005). concerning translation, angelone & shreve (2010) in teimooriyan & yusefi 2017) stated that cognitive behavior is a mental activity of translating all human translation processes. in this regard, the process of translation is interconnected to cognitive behavior. it means the process of the production of acceptable text from the source text and target text can be analyzed from the translator's cognitive behavior. this scientific approach contributes significantly to translation study. risku (2013) explains that cognitive behavior contributes to understanding and explaining the working of translators' minds. accordingly, this mental activity can describe the translator activity in creating meaning, using strategy, relating context while translating the text. therefore, shlesinger (2000) and thagard, 2005) conclude that cognitive behavior's primary goal is to explain the development and workings of the mental processes that make complex cognitive behavior like translation possible. however, in terms of significance towards translation discourse, tatiana (2016), ketola (2015), mamadove (2016), and walker (2016) postulated that the framework of cognitive behavior could be a function to integrate the symbolic aspect to the text. however, wang (2000) confirms that cognitive behavior helps to clarify and reduce the translation bias occurring in translation. regarding the issue above, the contribution of cognitive behavior is significant. the process of the translation activity can be monitored from the cognitive behavior of the translator. it means that how the translator creating meaning, referencing, rehashing, jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 105 revising, and summarizing from source text to the target text seems to be possible to investigate based on this notion. as a result, the translator's bias problem in the translation text can be traced and solved by this scientific approach. cognitive behavior categories in translating the text, the translator used several cognitive behavior categories to cope with the translation text. wenden (1991) suggests some categories such as clarification, retrieval, and resourcing. accordingly, clarification refers to self-questions, hypothesizing, defining terms, and comparing the source text to the target text. then, retrieval refers to rereading aloud or silently on the written text, re-reading the assigned questions, selfquestioning, writing the idea, summarizing, defining rhetorical content, and thinking in one native language. however, resourcing refers to ask the researcher or refers to the dictionary, deferral, and avoidance. besides, arndt (1987) in mu (2005) proposed eight categories translator mental activities, i.e., generating ideas, revising, elaborating, clarifying, retrieving, rehearsing, referencing, and summarizing. generating idea refers to repeating, lead-in, and inferencing to the target text from the source text. meanwhile, revising refers to making changes in the planning of the translation of the written text. then, elaborating means that the translator extends the meaning in the target text. however, clarifying refers to disposing of the confusion of translation problems from the st to tt. moreover, retrieving means getting the information from memory and referencing to outline the text from the dictionary. lastly, summarizing refers to synthesizing what has been read in the st to tt. moreover, khezrlou (2012) postulated cognitive behavior in four categories: retrieval, rehearsal, communication, and coverage. in this regard, retrieval refers to calling up the material from the storage memory; however, rehearsal refers to writing the target language structures. communication refers to extending constraints in the target language; meanwhile, coverage means creating an appearance of language ability. concerning the statement above, the conception of translator cognitive behavior seems to have a similar perspective. in this regard, the activity of the translator tends to vary from one category to another. in means that, all the translator activity almost involves jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 106 the categories of generating ideas, revising, elaborating, clarifying, retrieving, rehearsing, referencing and summarizing, communication, and coverage. as a result, this activity could foster the problem-solving of the translator during the translation process. translation process approach the notion of translation process approach is very crucial in the human information processing. it needs some mechanisms to index the information from the source text to the target text. this process is performed at the word and clause level and is mediated by representing a semantic mechanism that is not restricted by a particular language. this notion has passed historical growth in some investigation, e.g., (jääskeläinen & tirkkonencondit 2010, alves 2003, shreve & angelone 2010, schwieter & ferreira 2017). the majority of the study postulated the situation of the translator during the translation process under condition. as an example, jääskeläinen (2012) conceptualized the human mind is a requisite for shaping the translation. the scientific approach is then used in cognitive translatology (muñoz 2010) to evaluate mental processes and the psychological experiences translators undergo during their translation performance of the professional translator. moreover, some studies have focused on a wide range of topics, such as the focus of ambiguity tolerance (tirkkonen-condit 2000; angelone 2010), emotional stability, and coping strategies (bontempo & napier 2011), and translators' personalities (hubscherdavidson 2009). in addition, research into translation processes also employs a number of methodological contexts such as thinking aloud, which examines the processes of translation using the verbalizations of study participants during task performance, and is better known for the transcripts of the sessions (think-aloud protocols, taps). this method was widely used in the investigation of in translation studies to capture translators' internal mental processes. for example, séguinot (1991), aragian et al. (2018), and teimooriyan et al. (2017) selected two groups of translation trainees at different levels of proficiency to translate two similar texts while employing taps. in this study, two native speakers translated two texts of the advertisement from french into english. the result showed that jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 107 english speakers translating into l1 were more efficient in monitoring and revising strategies and their translations. concerning the use of technology innovation, some investigations have widely implemented this technology to gather data. for example, shreve & angelone (2010), dragsted (2010) used keystroke logging and eye-tracking to investigate the translation process. dragsted (2010) explore the neural e-imaging by using keystroke logging to have a deep understanding of translation stages. the outcome showed that different processing patterns are integrated with coordination of comprehension and production among professionals, and it's more investigating problem-solving strategies of translation trainees. however, shreve & angelone (2010) used keystroke logging, eye tracking, and neural imaging to provide objectivity and enhance methodological power in the translation process. the result showed that the invention supports the quality, validity, and reliability of the joint results. previous studies on cognitive behavior in translation process the studies on cognitive behavior in translation study have become an interesting topic to investigate. several researchers have postulated their findings in a different view of the investigation. concerning the issue, several previous studies have investigated cognitive behavior with a different result of the analysis. for instance, shih (2017) found that six chinese trainee translators use various web resources and idiosyncratic behaviors with varying resources of web in translating the scientific, technical text. another example, mellinger (2017), in his investigation of technical students, found that post-editing or revising is needed to solve the problems of technical terminology in translation practice courses that prepare students for the evolving market. then, schaeffer (2019) found the students in translating english german text use modeling revision and correction behavior towards different text by different types of events. accordingly, this behavior affects their proficiency in the transition process. furthermore, aragian et al. (2018) investigated two groups of iranian university students found that revision has too many attempts to translate the text cognitive and metacognitive strategies that they chose to employ. another significant investigation, jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 108 teimooriyan et al. (2017), found that professional and nonprofessional translators have used the same cognitive processes. however, there was no significant difference between them at the comprehension level, memory processes, and problem-solving. hvelplund (2019) found that 18 professional translators used drafting and revision as the most dominant translation behavior process in terms of cognitive behavior dominance. based on the previous study above, cognitive behavior is needed to capture the activity of the translator and translator used several strategies to translate the text. they mostly used the same process even though the participants have a different background. in this regard, they tend to use the cognitive approach proposed by arndt (1987), such as generating ideas, revising, elaborating, clarifying, retrieving, rehearsing, referencing, and summarizing. generating idea refers to repeating, lead-in, and inferencing to the target text from the source text. however, their level of proficiency has postulated make a different behavior in the translation process. methodology this study employed a multi-method approach proposed by dow and perrin (2009) to capture the translation process (ctp) by observing the translator key events in the translation process research (tpr). translog ii on keylogging software was used to capture the translator's cognitive behavior taken from recorded-video in transcon6_id.mp4. the data were taken from the transcription of the think-aloud protocol (tap) indexed from the translator activity from the video screen recording of translog ii software version 2.0.1.222 copyright © 1995-2015 copenhagen business school. this program provides the complete information of the movement of the translator in the translation process from the source text into the target text, such as target text production, types of events, number of eliminations, and a particular area of interest by selecting the segment of the text. data analysis the data were analyzed qualitatively by using descriptive approach proposed by bailey (2008) to capture the translation process in translating text entitled "panorama sumba." the data source was analyzed through several steps, such as transcribing the jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 109 video, identifying the key events, classifying the events, and interpreting all the key events in the translation process to postulate all the events' general conclusions. the analysis focused on the translator's critical events from the cognitive translation process perspectives proposed by mu (2005), such as generating an idea, revising, elaborating, clarifying, retrieving, rehearsing, referencing, and summarizing. in generating the dominant behavior of translation activity, a percentage computation is used to postulate the translator's most preferred types. findings and discussion types of translator cognitive behaviors based on the research's objectives and theoretical framework, the translation process is divided into three general categories: translator's activities, translator's behaviors (cognitive aspects), and translator's strategies. the translator's mental activity during the translation process was coded from the video transcription. the outcome revealed that the translator used eight cognitive behavior categories to solve the problems of translation. in this regard, in exploring the problematics issues of the translation problems, the translator used categories such as generating ideas, revising, elaborating, clarifying, retrieving, rehearsing, referencing, and summarizing proposed by arndt (1987) and mu (2015) were used as the strategy. generating ideas in generating ideas, the translator tried to read the source text to comprehend all the ideas that come up from the text. in this event, the translator attempts to generate the concept by repeatedly reading all the source text. moreover, leading into the topic and inferencing to the previous words is used to cope with the text. the translator uses these mental activities to comprehend the whole context of the source text to cope with the target text. the following excerpt is an example of how the translator's mental activities in generating ideas. excerpt 1. generating ideas jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 110 no time event transcriptions coding types 1 00:37 comprehending (start reading)… panorama sumba sungguh luar biasa tapi tanahnya kering -- generating ideas 2 07:04 comprehending kita coba lihat kata sebelumnya…bingbing… generating ideas excerpt 1 entails that the translator start to read aloud to comprehend the ideas of the text. besides, recalling the previous words or phrases is also part of the translator behaviour to generate the ideas from the text. moreover, in screen recorder from the computer, the translator moved the arrow of the cursor to the previous text. in this regard, recalling and memorizing is used to generate the ideas. this phenomenon has been well documented in other observational studies and can be attributed to the fact that the translator can verbalize processes that have become automatic (aragian et al., 2018) and teimooriyan et al. (2017). accordingly, the translator used various cognitive behavior to comprehend the text to generate the target text's primary goals. revising concerning the revising activity, the translator tends to change the bias translation by editing and typing repeatedly. in this regard, in the event of transferring ideas, the written text was changed to get the source text's goal and target text. in translating the "from the earth and sea," the translator said "i think" to monitor the st's suitable words or phrases to tt. as a result, some editing and retyping are used to cover the problems. the following excerpt 2 is an example of how the translator revises the text. (see appendix 1) excerpt 2 revision no time event transcriptions coding types 1 36.10 transferring live as their ancestor did for years……use horses for transportation, and sacrifice buffaloes in prayers of… i think…they have got from earth and sea. (editing)…. from the earth and sea...(typing) from the earth to sea revising excerpt 2 describes transferring events of translator by reading the text and try to recall memory to revise the text by retyping and editing. retyping activity is used while referencing to the dictionaries to get the suitable words to edit the text. moreover, rereading activity is also used to recall the previous word or phrases in the text. thus, in the jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 111 final steps, the translator retypes the text by several changes to cope with the context. this phenomenon was well-documented in some investigations and it has been part of the strategy of translator cognitive behavior (shreve & angelone, 2010), (dragsted 2010) and longini (2002) in mu (2005). accordingly, all mental processes and abilities in which people engage daily, such as memory, revising, learning, problem-solving, evaluation, reasoning, and decision-making, were used to transfer ideas to cope with translation bias. elaborating elaborating cognitive behavior is also described in the translation process when the word or the phrases are difficult to translate. the translator uses this mental activity to cope with non-equivalence from the st to tt by extending the meaning of tt. in this regard, the translator said, “worship, oke aaaa…(comeback to translog) tr… tradition (typing) worshipping the ancestors” and…”(still in translog typing…) a very (erase) a very (erase again) very beautiful” (see excerpt 3). excerpt 3 elaborating no time event transcriptions coding types 1 16:25 restructuring worship, oke aaaa…(comeback to translog) tr… tradition (typing) worshipping the ancestors,-- elaborating 2 16:52 restructuring (still in translog typing…) a very (erase) a very (erase again) very beautiful elaborating excerpt 3 entails that the translator is trying to elaborate by extending the meaning of tt. the meaning word “worship” is extended by retyping phrases “worshipping the ancestor”. besides, the meaning of “very” is extended by retyping the “a very beautiful” phrases. in this regard, to restructure the phrases, retyping the new phrases and erasing the previous text from the st to tt were used during elaborating process. then, as the final touch, erasing is used to edit the previous text to get the acceptability of text by moving the arow or the cursor to online dictionaries. as a result, the problem of translation difficulties is solvable. this cognitive behavior has been indexed from several investigations (khezrlou, 2012) and (wanden 1991). accordingly, this phenomenon is called jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 112 communication and clarification, which refers to extending the target text's extending constraint. clarifying clarification is also part of the translator's behavior in the translation process. the translator used this strategy to memorize the inequivalence word from the st to tt. in terms of this issue, excerpt 4 affirms the situation of clarification. the translator said," tatis (not clear) terpal … kain tik kenapa kain tenun gak ada," and m saya stop… screen reader…nah itu (back to to computer des…stop)… kok bisa… nah itu finally stop. this excerpt entails clarification behavior by disposing the self-question for the confusion of terms for a moment (see appendix 1) excerpt 4 clarificating no time event transcriptions coding types 1 18:29 comprehending tatis (not clear) terpal … kain tik kenapa kain tenun gak ada clarification 2 41.48 comprehending bel…m saya stop… screen reader…nah itu (back to computer des…stop)… kok bisa… nah itu finally stop clarification excerpt 4 postulates the clarification process by using self-questions to cope with the translation problem. the question “kok bisa” means “how come” and “why kain tenun is not available?” is triggered as the way of the translator to clarify the difficult phrases in the text. this action also happens with the moving arrow or the cursor of the computer to the left and right to refer to the online dictionaries. concerning this issue, some of the investigations postulated this typical behavior, such as shlesinger (2000) and thagard, 2005). accordingly, in the complexity of translation problems, self-questioning is made to clarify the problem of text to get possible solutions to cope with the text's complexity. retrieval retrieval refers to how the translator gets the information from memory available in the mind of the translator. in this regard, the translator used this behavior when restructuring the context while pausing the moment for a while to get the context of the meaning. it is indexed from excerpt 5 taken from appendix 1. in this context, the translator tries to jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 113 memorize the untranslated word by pausing a moment to get the information from the mind by saying, "euh…..panorama sumba… (pause)… is extraordinary". excerpt 5 retrieval no time event transcriptions coding types 1 01.50 restructuring euh.. … (erase ‘the view of’)… (typing)… panorama of sumba… (pause)… is extraordinary… (pause)… but the land is dry retrieval 2 02.24 restructuring euh… (typing)… which is reflected… (erase and change ‘reflected’)… which is shown… in the kind of… ag… (hesitating)… (erase ‘ag’)… farming… (pause)… there retrieval excerpt 5 described that erasing, retyping, and pausing is used by the translator to solve the structure of the sentence of the text. in the events of re-structuring, retrieval is used by erasing text repeatedly and pausing for a moment to memorize the previous text and retyping to get more acceptable words. this phenomenon commonly happens when the translation process is part of cognitive behavior strategy (arndt, 1987) and mu (2005). accordingly, retrieval is significantly contributed to solving the problem of phrases nonequivalence between linear text. at the same points, mu (2005) suggested in different terms, namely covering strategy. rehearsing rehearsing refers to trying out ideas or language (options of equivalence in tt). in this study, the translator used this behavior to comprehend events by trying out pictures from the target text to the source text by saying, "let's check, i am not sure……..what is the most suitable words ya…." (see excerpt 5). the expression” let check, i am not sure” entails that the translator is trying to recalling the memories to put the new option of the phrases of tt by typing “view” inferred from the dictionary. using this category, the comprehension of the translator revealed the objectives of the target text. excerpt 6 rehearsing jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 114 no time event transcriptions coding types 1 00:56 comprehending kita cek…ga yakin… (open cied and typing panorama)…apa yang tepat… kita liat di stevens schimdgall… euh sama di google translate… (open gt) oh view… rehearsing 2 03:10 comprehending apakah bisa dibilang cassava… atau… (searching)… kita liat… (pause)… di kamus… (keep searching)… clicking ‘next’ again and again)… sama… masih di huruf… ahh mana ya… rehearsing excerpt 6 confirms that retyping, pausing and inferencing is used to comprehend all the non-equivalences of the translation. in other word, it is postulated that the translator used this behavior to solve the non-equivalence phrases by trying out the new expressions from the dictionary. regarding this issue, teimooriyan et al. (2017) confirm rehearsing is used to make a difference in comprehension, memory processes, and problem-solving. referencing referencing means indexing the meaning of the untranslated word or phrases by seeking the intention from the dictionaries. in this regard, the translator passing through several steps to seeking multiple online dictionaries. it is seen from excerpt 7 that the translator uses several online dictionaries. the translator said that "why…oh.. let see google translate…and others choice (cied)” (see excerpt 7 in appendix 1) excerpt 7 referencing no time event transcriptions coding types 1 07.15 constructing kenapa..google translate… (clicking cied …typing) menggembala…(reading cied) to guide lead…pikiran rakyat…(inaudible)…to rear …(inaudible) …and…(back to translog) rear …buffaloes…(click bt..typing ‘kerbau’) -- referencing excerpt 7 entails that in constructing the text, the translator re-read the text and retype while taking an inference from the dictionary. in this regard, the translator always refers to dictionaries such as google translate, meriam webster dictionary, and cied to infer the suitable meaning. the translator used the three dictionaries to compare the meaning of each words or phrases. concerning the result, it is in line with the investigation jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 115 of some researchers such as risku (2013) and tatiana (2017). in this regard, referencing may contribute to the translation process by conforming source of data from dictionaries. however, in this study, referencing and rehearsing are postulated in the same occurrence due to some similar events. therefore, moindjie (2015) affirms that reference in translation often depends on certain language peculiarities not in the translator choices to get more cohesive and enhance meaning in translation process. summarizing summarizing is the activity of the translator by synthesizing what has been read before. the objective of this activity is to convince the equivalence of the paired translation text. the result shows that the translator uses this behavior in restructuring the sentence. this occurrence is taken from excerpt 8 (see appendix 1). the translator said, "so… non pedigreed chicken…is…pedigreed….and it has done pedigreed chicken". through this excerpt, the translator tried to restructure the sentence by summarizing all the mind and dictionaries' preferences. excerpt 8 summarizing no time event transcriptions coding types 1 39.31 restructuring jadi non pedigreed chicken… click collin (typing) pedigreed…back to translog… (pausing) and ….jadi deh.. summarizing excerpt 8, embedded that retyping and re-reading is used to summarize the text to get an acceptable text for the reader by taking the conclusion of the preferable meaning from the whole context. during the summarizing, pausing activity also used to recall the previous text to link with the recent text. regarding this activity, pragman and pragmon (2009) found summarizing allows them to concentrate on the text's central ideas within a short time, and translation focuses on the word-level without seeing the general picture. however, shrieve (2006) stated that summarizing processes emerge in the nor-mal full translation task because this cross-language task's final result is a summary and a translation. therefore, the summary of translator must effectively integrate the component cognitive processes of both summarization and translation. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 116 concerning the categories of cognitive behaviour, all the translator activities have been monitored based on the transcription from the video recording. in translating the text indonesian into english, the translator postulated some cognitive activities ranging from generating ideas to summarizing. this activity is always used in comprehending, restructuring, and transferring the possible phrases and words to cope with the text. however, the translator used this behavior as an integrated activity, not in a separate one. it means that this behavior is used simultaneously while translating the text. dominant types of translator cognitive behaviors regarding the second research question related to the dominant cognitive behavior, the translator used several strategies/types ranging from generating ideas up to summarizing. each cognitive behavior has each portion in the process of the translation; referencing (33,6 %), rehearsing (25,76%), elaborating (22.4%), retrieving (21,28%), generating ideas (11,2 %), revising and clarifying (4,48%) and summarizing (2.24%) (see table 9). table 9 dominant types of translator cognitive behavior no behaviors total % 1 generating ideas 10 11,2 2 revising 4 4,48 3 elaborating 20 22.4 4 clarifying 4 4.48 5 retrieving 19 21,28 6 rehearsing 23 25.76 7 referencing 30 33.6 8 summarizing 2 2.24 total 112 100 table 9 showed that cognitive behaviors get the highest portion in referencing rather than the other action. the translator prefers to use this behavior to translate the text whenever the non-equivalences exist in the text. through the taps activities, the translator always seeks a particular meaning by referring to the online dictionary. moreover, in the second portion, the translator's behavior is rehearsing. it means that trying out tt's ideas is often used to rehearse the option of the equivalences as the translator's strategy. however, summarizing has the lowest portion to use by the translator. in other words, the translator is jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 117 rarely for synthesizing what has been read from the st to st to convince the acceptability of the translated text. concerning this issue, both of the cognitive behavior is useful to help the problems of the translation. mu (2005) suggests that referencing is pivotal in outlining the text from the dictionary as the key to seeking the equivalences of the phrase or words. however, in terms of summarizing, shrieve (2006) convinces the pivotal of summarizing as an effective way to integrate the component cognitive processes of both summarization and translation. accordingly, the summarizing process is needed in the translation process as the final touch to cope with the acceptable translation text. however, the translator is rarely to be involved process in the translation process. as a result, it may influence the acceptability of translation products in the target text. conclusion from the data findings and discussions above, it can be concluded that the translation process done by the translator by using several cognitive behavior categories/types proposed by wenden (1991), arndt (1987) in mu (2005), and khezrlou (2012), such as generating ideas, revising, elaborating, clarifying, retrieving, rehearsing, referencing and summarizing. these behaviors were overlapping each other and reoccurred throughout the translation process. it means that each action does not occur individually in each event, but it seemingly happened simultaneously. in generating the idea, reading the source text repeatedly used to generate the text's contextual and textual meaning while referring to the dictionary. then, revising is also done by retyping and re-reading for making changes to the contextual meaning in tt. moreover, the translator elaborates the text by extending tt's meaning by searching the other's meaning from several dictionaries to refer to the equivalences. meanwhile, clarifying was done by throwing the unnecessary word or phrases for a moment while searching and referring to the suitable meaning in several dictionaries. however, in retrieving, the translator tries to relate the previous translation text by recalling her memory to refer to the appropriate words in line with meaning in the present term. in rehearsing activities, the translator read the target text repeatedly while retyping, researching, and jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 118 referring to the dictionary. interestingly, referencing is done while rehearsing. it means the translator seeks meaning from online dictionaries while recalling what has been written in the previous text. lastly, summarizing was done by confirming through reading the last text repeatedly and re-writing with different words or phrases based on the reference and interpretation. concerning the most dominant categories or types used by the translator, referencing has the highest portion in translation process. it means that the translator is often using this activity to translate the st to tt. this activity is crucial for the translator to always keep in touch with the dictionary to solve the translation process's problematics issue. however, summarizing has got the lowest portion used by the translator. it signified that the translator rarely uses this activity as one of the crucial activities of the translation process. it means that the final touch of the translation process's final steps relies on this significant mental activity. in brief, the translator's cognitive behavior process has been significantly applied to various events and activities simultaneously. however, each activity's portion seems imbalanced when the translation processing—in this regard, summarizing, revising, clarifying needs to have more attention to develop or construct the acceptable translation text as part of the translation process to achieve the goal of the target text meaning. therefore, the translation product's acceptability is achieved by using his/her competency by combining the whole cognitive activities during the translation process. references alves. (2003). a relevance theory approach to the investigation of inferential processes in translation. triangulating translation, 3-24. araghian, r. (2018). investigating problem-solving strategies of translation trainees with high and low levels of self-efficacy. translation, cognition & behavior , 74-97. arndt, v. (1987). six writers in search of texts: a protocol-based study of l1 and l2 writing. elt journal, 257-267. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 119 bailey. (2008). first steps in qualitative data analysis: transcribing. oxford journal; family practice, 127–131. bardaji, a. g. (2009). procedures, techniques, strategies: translation process operators. perspectives: studies in translatology, 161-173. bontempo, k., & napler, j. m. (2011). evaluating emotional stability as a predictor of interpreter competence and aptitude for interpreting. interpreting, 85-105. davidson, s. h. 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(2017). an investigation of cognitive process of interpretation from persian to english. journal of english language pedagogy and practice, 159183. tetiana. (2015). tetiana. cognitive aspect of translation discourse. east european journal of psycholinguistic, 23-33. vanroy, b. (2019). correlating process and product data to get an insight into translation difficulty. perspectives studies in translation theory and practice, 1-15. walker, c. (2018). eye tracking and multidisciplinary studies on translation. benjamins translation library, 11-19. wang, f. (2020). an analysis on transation bias in the translation process based on cognitive psychology. . revisita de clinica psicologica., 1413-1424. wenden. (1991). metacognitive strategies in l2 writing: a case for task knowledge. georgetown university round table on languages and linguistics, 302-321. zare. (2007). the relationship between cognitive and meta-cognitive strategy use and efl reading achievement. english language teaching and literature, 1-14. 137 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 received: december 28th, 2022. accepted january 26th, 2023. published february 15th, 2023. english corner using creative work: supplement and booster to enhance students’ english performance etika rachmawati* universitas galuh etika.rachmawati@gmail.com rina herlina universitas galuh rherlina@yahoo.co.id abstract this study aims to investigate efl students’ perception of english corner (ec) and how ec is constructively designed and developed in english education at a private university as a non-credit course that consists of five programs that all participants might optionally select dealing with their interests and talent. the data to be analyzed were collected from the observation and questionnaire from 40 participants and the data analysis used triangulation. the findings showed that all facilitators and participants get involved to opt, adjust and match the materials over steps and strategy. they opt for one of the programs following their interest and talent. based on the questionnaire computation using spss, from the highest scale 5, the average of participants’ responses is 4,43 for improving their english vocabulary, 4,4 for improving their english speaking skills, 4,35 for improving their english grammar, 4,38 for affecting other academic courses, and 4,38 of dismissing their fear of making mistakes in using english vocabulary. in conclusion, ec using creative work is beneficial to use and it can be a booster and supplement to support participants’ english performance. keywords: english corner (ec), english performance, creative work. introduction this study reports an outstanding supplementary fun-learning so-called english corner. this idea preliminarily came up due to the emergence of all students’ potential in creative works and the idea to manifest those creative works into ec. those creative works, beyond the main academic subjects that the students must pass through, consist of singing, drama, storytelling, poetry reading, and public speaking which are rolled up in ec. in singing, the students focus on singing english songs along with learning songs’ https://jurnal.unigal.ac.id/index.php/jall/index mailto:etika.rachmawati@gmail.com mailto:rherlina@yahoo.co.id;etikarachmawati@gmail.com 138 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 vocabulary, pronunciation, and meaning (setyaningsih, 2007). in drama, the students learn how to write an english drama script, learn how to play it, and make a review in english. in storytelling, the students must learn how to tell english stories. in poetry reading, the students have two optional choices. first, they must find the poem and learn how to read and understand it. second, they can create the poem on their own and read it (guliyeva, 2011). in public speaking, the students must learn and practice their speaking skills consisting of speaking in the seminar, talk show, and speech, and the most important thing is speaking in front of the classroom as a teacher considering that the students will have teaching practice in the last semester. thus, ec’s purpose is to accommodate all students’ creative works. therefore, english is a hub in ec. it takes time and energy to learn english for efl learners, even for college students because english is not used for daily communication in indonesia. despite being studied from primary up to tertiary education, efl learners still consider engl as a hard subject (ubaidillah, 2018). an effective teaching strategy is highly needed to enhance efl students’ english performance (manara, 2007). the teacher scaffolds the students not only in terms of designing the material, and constructing teaching strategies but also in building students’ attitudes toward english. one of the major supports to develop students’ english performance is to organize ec because ec has been considered to be an effective way to boost students’ english competency. ec with creative works is the extension of a common english conversation club. its uniqueness makes all the participants enjoy practicing english in the creative works of ec. english corner was preliminarily developed in china for different purposes, such as for english gathering, finding business partners, or even finding a partner for further dating. ec functions to energize the students to keep practicing english. this outdoor gathering was set without a formal teacher because it is a non-academic activity that is free and everyone can join it. the attendees could be diverse throughout the day (jin & cortazzi, 2002). in the morning, not many attendees, but at the peak time, participants are getting more and more coming until dinner time. during the activity, all attendees feel free to put forward some topics on their own to be discussed. ec in the people’s republic of 139 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 china is rapidly blooming. more importantly, it is due to the metaphor that english is a ‘passport’ for global business. they race to learn english by any means. so, ec in china is simply for english discussion (li, 2004). english corner has the same concept as other english conversation clubs (ecc). they all come from the main theory called community english learning (cll) by charles current in the1970s which has the characteristic of using the counseling-learning theory to teach language. according to currant cited in richards & rogers (2001), the key idea of this theory is the students determine what is to be learned, so the teacher is a facilitator and provides support. that key idea is also reflected in ec and ecc. thus, previous studies of this research take english corner (ec) from kellaway (2013) and cantero & sanderson (2018), english conversation club (ecc) from kurniasih (2019), and community language learning (cll) from halimah (2018). the first previous study comes from kurniasih, et. al. (2019) entitled english conversation class (ecc) to create english environment in nusantara senior high school (smainus). the finding showed that students who attend ecc had positive responses because ecc used game interesting media in english conversation activities. while english corner, which is similar to the english conversation club, in the present study uses creative work. second is the finding from international research, kellaway (2013), which is entitled english corner: at the crossroads? kellaway explored that ec as a speaking english community was practiced in china. it also elaborated the role of ec in the community with no formal teachers involved. kellaway explained also that ec is no longer necessary since online–moderated communication has replaced face-to-face practice. it also elaborated the role of ec in the community with no formal teachers involved. kellaway’s finding showed that most attendees of ec expressed dissatisfaction due to boring topics. in addition, the absence of a facilitator makes ec dominated by talk active attendees and they don’t want to give other people the chance to talk. however, ec in this current research engages the facilitator to guide, facilitate, and manage the activity. third, a finding from halimah (2018) entitled boosting students’ speaking ability through community language learning. halimah’s finding showed that community language 140 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 learning (cll) can boost students’ speaking ability. in this current study, cll can be associated with ec. fourth, a finding from cantero & sanderson (2018) deals with describing the experience of promoting oral skills in two state-funded primary schools in the a coruña area (spain) using the english corner. ec was practiced in primary school, while in the present study, ec has been practiced in university with creative works. among other aforementioned studies, this present study has a focus on the content of ec that upholds students’ creative works rather than conversing with some topics which are sometimes silly topics. another focus of ec in the present study is taking university as an academic setting used for ec activity. this modern ec has been descended from the mixture of community language learning (cll) by curran and suggestopedia by lazanov. both are included in the humanistic approach. the humanistic approach focuses on a human being physically but also emotionally. thus, learning language based on humanistic theory tends to underpin individual self-concept development. three prominent humanistic theorists are erikson, maslow, and rogers. however, only rogers upholds the view that human beings as a whole (fauziati, 2009; nunan, 1991; moskowitz, 1978). rogers also highlighted that a humanist teacher must meet the qualifications consisting of empowering the student’s affective and cognitive, building students’ positive self-concept, and having the important role to be a facilitator in the learning process. branches of humanistic are suggestopedia and community learning. the latter has specific characteristics such as “the cozy room and furniture with the music as background to make students more relaxed in learning a language” (stevick, 1976). the activities in suggestopedia include singing songs, role-playing, games, and other creative works. it is in line with the content of ec in this present study. the former is derived from the counselor client relationship to create a really warm community among learners. it also matches what is practiced in ec in this present study (la forge, 1983) in which at the end of every activity, discussion, counseling, and feedback are offered in a very warm atmosphere. there are two statements of the problem set in this research, as follows; 1. how is ec using creative works developed? 2. what is the participants’ perception of ec using creative work? 141 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 the first statement of the problem requires classroom observation and the second statement of the problem requires students’ perceptions obtained from the questionnaire. methodology the design of the study is a qualitative approach under a case study breaking up the phenomenon of english corner (creswell, john: 1998). in addition, harling (2012) added that a case study is a holistic inquiry that investigates a contemporary phenomenon within its natural setting. the phenomenon of this study is english corner using creative works: supplement and booster to enhance students’ english performance. the reason for this research to use a case study is due to ec using creative work has been practiced for the last two years. thus, ec using creative work in this research needs to be revealed for the sake of english education progress. all ec participants consist of 40 students who took part in five programs of ec consisting of singing, poetry reading, storytelling, drama, and public speaking. the research instruments of this research were an observation checklist and questionnaire sheets, the checklist was designed to note important activities during the observation including some strategies to run ec. the observation checklist included some points that implied ec’s topic selection and reviews, problem encounters, and how to fix them up. the questionnaire for all participants was taken from the likert scale which consists of five elements of choice, namely; strongly disagree, disagree, undecided, agree, and strongly agree (joshi & pal, 2015). the questionnaire of this research has 10 statements concluding ec participants’ perception of ec using creative work. this study has two data collection methods. first, this study used observation to get the data. the observation was conducted in ec’s program by using non participant observation. nonparticipant observation occurs when the researcher is not involved at all in the activity which means the researcher just observes. second, this study used the likert scale questionnaire to collect the perception of 40 ec participants about ec using creative works. likert scale is the questionnaire containing five optional items the participant must 142 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 choose. they strongly disagree, disagree, neutral, agree, and strongly agree (sugiyono, 2013). data analysis used in this study is the triangulation technique and source. triangulation is a technique to examine the data credibility of qualitative research (sugiyono, 2013). triangulation is a cross-check of overall data taken from the observation, interviews with facilitators, and students’ questionnaires (turner & burton, 2015). findings and discussion there are two findings analyzed from the result of the observation and questionnaire. the first finding deals with how ec is developed. based on the observation supported by the observation checklist, ec in english education fosters six programs including dancing, which has to be terminated due to the pandemic. the first program is singing. because this activity demands a sound system, ec takes place in a cozy room with a sound system, possibly a karaoke room alike where many songs to sing along to are available and lyrics are included. the rule of the game is that all songs must be english songs. the review will be performed at the end of each song. the review comprises the meaning or purpose of the song, whether it is addressed to a person who falls in love, broken heart, is a celebration of something, and many others. discussing the song lyrics and their meaning usually takes time because of the enthusiasm of all participants. many times, they forget they have to move to the next step, which is discussing the language because songs usually contain figurative words that need analysis. the next rule of the game states that all participants must speak english throughout the program and no excuses. during the pandemic, the singing program is virtually conducted via zoom or google meet. even though the voice nature is not as clear as in a real situation. the singing program remains cheerful, exciting, and interactive due to some false voices or they cannot reach the highest tones. then they laugh until they are not aware that they are practicing english. this singing program upholds learning outcomes in some major courses, such as speaking, listening comprehension, vocabulary, and literature because a study by israel (2013) shows that most efl was inspired by song or music so that they can easily absorb english learning. 143 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 the second program is drama. some participants created the script of drama or they googled in search of drama scripts. they practiced it in the classroom or outdoors. the facilitator will provide drama masterpieces to be displayed to make all the participants understand how to do acting. and then at the end of the session, they will get feedback from the facilitators on whether something went wrong with their pronunciation, speed, and diction (barreto: 2014, taskin: 2013). then the program continues with questions and answers as well as during the interaction, they must speak english. no excuses. the drama will contribute to some courses such as speaking, literature, pronunciation, and speaking (falvey & kennedy, 2006; hall, 2005; mc kay, 2001). at this point, the facilitator just decides on steps followed up during the program. however, all the participants feel free to decide the kinds of drama they are performing or they can ask for help from the facilitator to guide them (fleming, 2006; munther, 2003). if they create drama scripts on their own, it means it can enhance their proficiency in writing. if they google drama script, it means it can enhance their proficiency in reading and even listening when they find it on youtube. the third program in ec is storytelling. as what has been developed in drama, all steps in drama are applied. the difference is, that each performance must be in group drama. meanwhile, only one student takes the stage in storytelling. this kind of activity takes part as a supplement and booster for students in learning english due to drama script can be done by googling or creating the script on their own which means writing, reading, and speaking skills are trained. storytellings an important role in building students’ confidence to speak english (lidiyatul, mutiarani, 2015). the fourth program in ec is poetry reading. usually, the long winding debate, argument, and analysis occur in poetry reading since the poem contains stylistic and figurative language and it is often hard to reveal the purpose of a poem. during the interaction, all participants must speak english, and no excuses. the result shows that this activity contributes more to speaking and literature. in the pandemic era, poetry reading is virtually conducted via google meet or zoom. the public speaking activity contributes to better students’ speaking competence. 144 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 the next program in ec is public speaking. speaking has been learned and practiced in compulsory practice. so, in ec public speaking is highlighted as consisting of speaking english in the seminar as a moderator or presenter, speaking english for the campaign, speaking english for speech, or speaking english in the classroom as an english teacher because in the fifth semester they will do field practice in schools to teach english. all participants feel free to choose the topic and at the end of the program, they will analyze and discuss their performance including pronunciation, vocabulary, and grammar. in the pandemic era, public speaking is virtually conducted via google meet or zoom. public speaking in ec psychologically contributes to better students’ speaking competence (ariyanti: 2016). thus, the finding of the first statement of the problem revealed that in developing ec using creative works all facilitators get involved to opt, adjust and match the materials over steps and strategy (brown: 2007). bearing in mind, ec is constructed by adapting the suggestopedia teaching method. this teaching method reinforces relaxation, ease, and a cozy setting to practice english with music included as developed by lozanov as cited in richards and rodgers (1993). despite practicing english online, a cozy, relaxed, and easy setting is guaranteed. several programs such as singing, poetry reading, storytelling, drama, and public speaking are set on purpose to avoid boring topics that lead to discouraging ec participants. all have passed through students’ need analysis that has been privileged upholding six programs to concern about. the finding of the second statement of the problem is derived from the result of the questionnaire computation using spss which is elaborated as follows; table 1. the frequency distribution of ec participants’ perception no ec helps me to strongly disagree disagree neutral agree strongly agree 1 improve my english vocabulary 23 17 2 improve my speaking performance 1 22 17 3 understand english grammar better 3 20 17 4 improve my achievement in all academic courses 2 4 11 23 5 dismiss any fear of 4 18 18 145 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 making some mistakes in constructing my vocabulary table i shows the frequency distribution of ec participants’ perception of ec using creative works. 40 participants gave their perceptions. 23 participants agree and 17 of them strongly agree with statement one. 22 participants agree and 17 of them strongly disagree with statement two but 1 of them has no idea. 20 participants agree and 17 of them strongly agree with statement three, but 3 of them have no idea. 11 participants agree and 23 of them strongly agree with statement four but 4 of them have no idea and 2 of them disagree with statement four. 18 participants agree and 18 of them strongly agree with statement five but 4 of them have no idea. figure 1. the average of ec’s participant responses based on the results of the questionnaire computation, it can be concluded that from the highest scale of 5, the average of ec participants’ response is 4,43 to improving their english vocabulary which means most participants agree that ec can improve their english vocabulary, 4,4 of improving their english speaking skills which means most participants agree that ec enhances their speaking performance, 4,35 of improving their english grammar which means most participants agree that ec improves their competency in english grammar, 4,38 of affecting other academic courses which means that most participants agree that ec affects their academic courses, and 4,38 of dismissing their fear 146 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 of making some mistakes in constructing english vocabulary in a sentence which means most participants agree that ec can dismiss their fear in constructing vocabulary in a sentence. more elaboration is detailed as follows; students’ response to statement one deals with students’ opinions about their improvement in english vocabulary in ec. from the interview result of 40 students, the conclusion shows that all students find ec increases their achievement in building their english vocabulary and diction. they view that they don’t find any difficult to construct english vocabulary since they are always supported and peer-reviewed by other members and facilitators in ec. in addition, ec makes them motivated and encouraged as well as far from being lazy to get to know such vocabulary compared to learning english in the classroom with formal teachers (campillo: 2007). they also blend it with their talent without being pressured. students’ response to statement two deals with the influence of ec on students’ outcomes in speaking english. the conclusion of forty responses shows that initiating speaking english can be so hard for efl learners. besides being hard, the academic setting such as the classroom completes the learning tension implicating the learning outcome which remains standard and not satisfactory. the emergence of ec using creative work gradually contributes to the elevation of students’ speaking achievement because they practice english with joy, fun, no scoring and test, and relaxation (harmer: 2015). students’ response to statement three deals with students’ competence in speaking english with good grammar. most of the participants deem that ec is a valuable non-credit activity that can be a supplement, recovery, and booster to make students better english performance with good functional grammar. in the beginning, they started with incorrect grammar. however, the longer they get involved in ec, the more they watch and observe how good grammar is put in the right way beyond their awareness. they practice it and it becomes such a habit (roohani & etemadfar: 2021). students’ response to statement four deals with the fact that all participants’ english performance in ec has contributed a significant performance to their academic courses. it makes sense because ec is primarily designed to build students’ english performance 147 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 more aesthetically. in this way, ec has the main role to construct what the students need in academic courses. students’ response to statement five deals with their agreement that ec using creative work can dismiss their fear of making mistakes in constructing vocabulary in english sentences because they get distracted to embody their passion and talent instead of learning english. psychologically, they enjoy exploring their talent and good english performance is a bonus for them (jamila, marium: 2014). thus, the finding of the second statement of the problem is most participants agree that ec using creative work is effective to use and it can be a booster and supplement to support their english competency. furthermore, students’ expectation of ec is simply just to expect ec gets more intensive because all the participants pick up the fruits of ec either or support their academic achievement or their self-esteem and self-confidence to be amongst the english language community. discussion the finding of the first statement of the problem revealed that in developing ec using creative works all facilitators get involved to opt, adjust and match the materials over steps and strategy. the participants assisted by the facilitator decide what kind of song, drama, storytelling, poetry reading, and public speaking will be selected for the next meeting. they also decide on group members and the strategy to be performed. thus, democracy in ec comes first due to the comfort of all ec participants will lead to better student outcomes in ec. it is in line with what has been described in ec in china by kellaway (2013) that all ec participants managed and organized the topics and places for each session and ec was conducted everywhere. the participants could come anytime and the topics could pop up from anyone else without being well-prepared. however, the difference between ec according to kellaway and ec in the present study can be displayed as follows; table 2. the differences between ec in this present study and any other ecs ec in the present study other ecs restricted participants in such a community (e.g. academic community) that has chemistry among all participants for public. mixed either for academic or non academic participants. no preliminary chemistry 148 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 takes place in a confirmed place (e.g. on campus) takes place everywhere in public spots or indoor focusing on enhancing participants’ english performance by employing their talent and interest enhancing participants’ english performance with a different purpose (e.g. from social gatherings to finding potential partners) no teachers but facilitators no formal teacher no test but fun quizzes no tests six programs, so-called six creative works, are formed. so, topics have been adjusted with each program in line with the participants’ talents and interests to avoid boring activities. the material and the topic of every meeting have been confirmed by all participants assisted by the facilitator a week before the session focusing on practicing english with pop-up topics without being well-prepared. frequently topics are boring and silly. every meeting has various topics and sometimes it lacks ideas on what to discuss review dealing with grammar, pronunciation, and vocabulary is available no review dealing with language competence the environment must be cozy, relaxed, comfortable, and entertaining. the environment can be everywhere (e.g. in the market, in the office, near the station) the combination between cll and suggestopedia it is only derived from cll table 2 shows the uniqueness of ec using creative work compared to other ecs. this is the best tool for students or participants to achieve better english outcomes. one of the reasons is they get some valuable feedback that has enjoyable delivery and it doesn’t make them stressed. ec’s instructor is called the ec facilitator because all activities are stirred and navigated by the students. the facilitator (english lecturer) just decides what to practice next and prepares all the materials required in the practice and steps that must be carried out during ec. those steps have been compiled in a syllabus. if necessary, the facilitator can ask what materials the students want to practice. each student is free to join and pick one of ec’s courses but their participation is compulsory even though this is not included in academic credits. ec has been applied for the past few years. however, during covid 19 outbreak, all programs must be virtually passed through. above all, enthusiasm and joy appear during the practice and escape a little while from their routine. apart from giving joy to the students, ec academically has a good contribution to their study because what they academically learn is related to what they practice in ec. practicing english songs may improve students’ grades in pronunciation practice, listening, and introduction to literature because songs usually use figurative words. practicing drama, poetry reading, and storytelling may affect students’ academic grades in speaking, writing, reading, and literature. public speaking can give a good contribution to students’ grades in speaking. 149 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 the finding of the second problem statement deals with participants’ perception of ec using creative work. most ec participants agree that ec using creative work is effective. it is a booster and a supplement for them to achieve better english performance, such as improving their english vocabulary, their english speaking skills, their english grammar, affecting other academic courses, and dismissing their fear of making mistakes in constructing english vocabulary in sentences. this is supported by halimah (2018) in her research dealing with community language learning (cll) which has the same concept as ec. her findings showed that cll boosts students’ motivation to speak english without any hesitation. it is based on students’ perception that english conversation class (ecc) leads them to achieve better english performance. furthermore, kurniasih (2019) revealed that ecc, which has the same concept as ec, shares a role in reviving students’ english performance. although the design is quite simple, students responded positively to the ecc activity due to their freedom of choosing the topic of their interest and ecc used the game as interesting media in english conversation activities. this second research finding is also in line with the one of cantero & sanderson (2018) that revealed that the english corner is an appropriate place to promote and facilitate the acquisition of both oral receptive and oral productive skills in a more natural way than in the conventional classroom environment. on the contrary, ec in this current study is more likely english gathering using some creative works. they are not just talking english but also how to manifest what they have discussed into real practice. there are three roles of ec. the first role is as a supplement for the students to improve their mastery of basic english skills (thakur, 2015). the second role of ec is as a way for students to recover from a lack of basic english performance. the third role of ec is as a booster because, in general, human beings like singing and other creative works. thus, ec can recharge students to learn more about english in such an entertaining way when they start getting bored and tired of learning their academic courses. in another word, ec is a way for the students to escape from their fatigue. then, ec will raise their motivation to study english. in a way, ec can be a beneficial intermezzo to lead the students to achieve their learning outcomes by digging up their creative potential. 150 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 the creation of five programs in ec without assessment consisting of public speaking, drama, poetry reading, storytelling, and singing, has formed a massive enthusiasm from the participants. most of them can absorb the hub of pronunciation, speaking, and figurative speech during the discussion because of the cozy, relaxed, and easy setting. english education. the students no longer view speaking, reading, writing, and other academic courses as hard courses to pass through because it is quite obviously observable since the engagement of entertainment such as singing and any other creative works can easily cool off the tensed nerves while the mind is wide open to welcome such academic inputs. conclusion to some certain extent, ec contributes intense achievement to the student’s academic achievement. all participants have a positive perspective about ec and they claim that ec is a supplement and booster in learning english. they also put expectations on ec to remain available and if necessary, they get ready to share their insightful ideas for ec sustainability. it is suggested for any other ecs to be developed under a specific program to frame topics to be discussed. so, a specific syllabus is highly needed with obvious steps included. references ariyanti. 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https://journal.uii.ac.id/jee/article/view/6443 https://core.ac.uk/download/pdf/230029752.pdf https://files.eric.ed.gov/fulltext/ej1084305.pdf http://journal.asiatefl.org/main/main.php?inx_journals=58&inx_contents=649&main=1&sub=2&submode=3&pagemode=journalview&s_title=the_pedagogy_of_english_as_an_international_language_indonesian_pre_service_teachers_beliefs http://journal.asiatefl.org/main/main.php?inx_journals=58&inx_contents=649&main=1&sub=2&submode=3&pagemode=journalview&s_title=the_pedagogy_of_english_as_an_international_language_indonesian_pre_service_teachers_beliefs http://journal.asiatefl.org/main/main.php?inx_journals=58&inx_contents=649&main=1&sub=2&submode=3&pagemode=journalview&s_title=the_pedagogy_of_english_as_an_international_language_indonesian_pre_service_teachers_beliefs https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 received: december 4th, 2022. accepted january 26th, 2023. published february 15th, 2023. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 80 exploring higher order thinking skills in the teaching of reading skills at ethiopian higher education: a study on reading exercises and learners’ perceptions sintayehu gebremariam gergera* addis ababa university, ethiopia sintayehu.gmariam@aastu.edu.et alamirew gebremariam tesmand addis ababa university, ethiopia alamirewgmariam@gmail.com abstract boosting learners' higher cognitive skills has become a priority in modern education. language teachers' responsibilities in modern language teaching have expanded to include improving students' thinking skills. in line with this idea, this study was aimed at examining the role teaching reading skills at a higher education institution has in enhancing learners’ higher-order thinking skills. in order to achieve the main objective of the study, an analysis was carried out on the levels of thinking that questions in reading exercises aim to elicit from the learners and how the students perceive the reading exercises from the perspective of enhancing higher-order thinking skills. the findings of the study show that the reading exercises are dominated by lower-order questions; there are fewer higher-order questions in the exercises. thus, the reading exercises are not capable of enhancing learners’ higher-order thinking skills. the students also have the perception that the reading exercises are not meant to develop their higher-order thinking skills. keywords: higher order thinking skills (hots), reading, reading exercises/questions introduction in discussing educational aims, the development of learners' cognitive domain is usually prioritized. education should seek to improve students' cognitive skills, which are the foundation of a thinking engine (brown, 2004; bloom, 1956; freire, 1970). enhancing learners' thinking abilities and developing them into autonomous, confident, independent problem solvers and decision makers is stressed in an education system that focuses learners' intellectual growth (cruz, 2003; dong, 2015; gelder, 2005). https://jurnal.unigal.ac.id/index.php/jall/index mailto:sintayehu.gmariam@aastu.edu.et mailto:alamirewgmariam@gmail.com jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 81 an educational system aimed toward students' intellectual growth is strongly promoted in this twenty-first century, which is defined by technological innovation and mass distribution of knowledge (hove, 2011; kennedy, 2016; rezaei, 2011; collins, c., & mangieri, 1992). as a result, various countries throughout the world have been forced to reconsider their educational objectives in order to meet the demands of the twenty-first century. equipping learners with 21st-century skills in order to make their citizens globally and locally competent has become an important part of such countries' teaching and learning processes (collins & mangieri, 1992; fisher, 2001; shaila, and trudell, 2010). modern teaching approaches aiming at integrating 21st century skills and assisting learners construct their own knowledge and transfer it to the real world are highly encouraged. teachers are required to make their learners cognitively engaged and challenged by learning activities undertaken in the classroom (anderson, 2001; cruz, 2003; ennis, 1992). teachers are also expected to play a facilitating role, which is quite different from their roles in traditional approaches to teaching. in traditional approaches to teaching, teachers are the sole sources of knowledge, and they are expected to impart that knowledge and fill learners with facts (anderson, 2001; mayer, 2002). students are viewed as passive recipients of the knowledge they are given. such instructional approaches have been criticized for leaving little room for students to develop higher-order thinking skills (ibid). scholars advocate for instructors to use teaching methodologies that engage learners in meaningful learning and equip them with 21st-century skills in modern language teaching (boroditsky, 2009; dong, 2006; elfatihi, 2017).this is because the twenty-first century demands language teachers teach beyond language skills and language items. for instance, equipping learners with thinking skills has become one of the major roles of teachers of english as a foreign language (ibid). thinking has become the fifth language competency in today's modern language teaching and learning process (elfatihi, 2017; ervina, 2020; ghanizadeh, eta'l 2012; lourdes, and gaibisso, 2013; qing, 2013). the language classroom has been demonstrated to be a significant backdrop for stimulating learners' thinking and improving their cognitive jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 82 skills (hughes, 2014; qing, 2013). as a result, incorporating thinking skills in the teaching of english language skills (speaking, reading, writing, and listening) has become critical to contributing to the intellectual growth of learners (elfatihi, 2017; halvorsen, 2005; karimi and veisi, 2006). there are a number of theoretical and empirical evidences indicating that reading classes offer learners better opportunities to practice higher-order thinking skills (karimi, and veisi, ; 2006; nur, 2014; pourghasemian, and hosseini, 2017; ). this is mainly due to reading is a cognitive process, and it is thinking by itself, and effective teaching reading, in which teachers intentionally apply various higher-order thinking strategies and reading tasks aimed at stimulating learners' various levels of thinking skills, increases the likelihood of learners developing higher-order thinking skills (nur, 2014; hosseini, eta’l. 2012). such an approach to the teaching of reading makes learners process information using higher level thinking skills, and in turn creates better opportunities for the learners to practice thinking at higher levels (ervina, 2020; jantrasakul, 2012). a variety of theoretical and empirical evidences suggest that reading programs provide learners with more opportunity to exercise higher-order thinking abilities (karimi and veisi, 2006; nur, 2014; pourghasemian and hosseini, 2017). this is primarily due to the fact that reading is a cognitive process that requires thinking, and effective teaching reading, in which teachers intentionally use various higher-order thinking strategies and reading tasks aimed at stimulating learners' various levels of thinking skills, increases the likelihood of learners developing higher-order thinking skills (nur, 2014; hosseini, eta'l. 2012). this approach to reading instruction requires students to process material using higher level thinking abilities, which provides more opportunity for students to practice thinking at higher levels (ervina, 2020; jantrasakul, 2012). ethiopia's education and training policy was established in 1994. as clearly stated in the policy, producing active citizens equipped with cognitive skills that enable them to be effective and efficient problem solvers and decision makers is among the major goals of the policy. more specifically, the policy aims at preparing a well-rounded workforce capable of contributing to the country's development progress (efdrge, 1994). to jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 83 achieve these and other aims, the policy emphasizes the necessity of designing and implementing learner-centered school curriculum that encourage active participation and meaningful teaching and learning processes at all levels of the country's educational system (ibid). however, after 15 years of policy implementation, the results of a curriculum review conducted in 2009 revealed that the policy was unable to achieve the abovementioned purpose (moe, 2009). this was largely owing to the persistence of the traditional approach to teaching and learning, which emphasized rote learning and memorization while leaving little room for active participation among students (ibid). this appraisal was concluded with the necessity for curriculum reform and the creation of a curriculum framework for ethiopian education (kg–grade 12), a document that would serve as a roadmap for the intended reform of school curricular. the document pointed out the need to make revisions to curriculum materials, notably syllabi, textbooks, and overall teaching and learning activities across the grade levels. for instance, the need for teachers to employ modern teaching methods was described as follows: modern teaching methods recognize that there is a need to give students the chance to think about what they are being taught or what they are learning. this means that it is essential that teachers do not spend whole lessons talking, but plan in opportunities for class discussions in which students can exchange ideas, resolve misunderstandings and make sense out of what they are listening to, or engage in a variety of different activities which give them the opportunity to construct meaning for themselves out of the information they are receiving. this approach is based on the constructivist theory of teaching and learning, which underpins the concept of competency-based education (moe, 2009: p.2) the ideas in the preceding statements clearly demonstrate the need for school curricula to be revised based on constructivist theory and competence-based learning principles, which promote learners' active participation and knowledge construction with the goal of improving learners' cognitive skills at various grade levels. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 84 developing learners' critical thinking abilities, innovative skills, decision-making skills, problem-solving skills, and leadership skills in the country's education system has been stressed in many educational policy documents in order to develop citizens who meet the needs of the century. for example, the current ethiopian education development roadmap (2018-30) clearly indicates the need to prioritize such skills in the proposed educational sector reform, as the country's education system over the last 25-30 years has failed to produce the desired innovative, job-creating, and globally competent graduate workforces (moe, 2018). this may be observed in the present high unemployment rate among young people of various educational levels who are waiting for the government to give jobs rather than creating their own (ibid). enhancing learners' higher-order thinking capacities in the teaching and learning process at all educational levels is a significant focus of the roadmap's proposed change. this roadmap's reform has already resulted in certain improvements to higher education in the country. among the modifications undertaken in higher education include the addition of new courses such as logic and critical thinking, communicative english language skills i and ii, geography, history, and others. it is critical to analyze the course material as well as how it is delivered in the classroom. do the course materials, activities, and teaching approach used to teach the courses encourage students' thinking and strive to build learners' higher-order thinking skills? this is a crucial question and needs to be empirically explored. thus, this study aims to explore the role of teaching reading in contributing towards the enhancement of learners’ higher-order thinking skills at higher education. higher-order thinking, often known as critical or strategic thinking, is the capacity to use information to make decisions, solve issues, analyze arguments, negotiate difficulties, or develop arguments (ervina, 2020; keshta and seif, 2013). it also involves the ability to challenge assumptions and ideas, draw inferences, analyze evidence, and evaluate conclusions (ibid). higher order thinking is the act of processing information using higher cognitive abilities. it is the process of applying higher-order cognitive talents to process information (anderson, 2001; bloom, 1956). this way of thinking goes beyond jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 85 simple knowledge memory and recognition to information manipulation, allowing pupils to solve issues, develop comprehension, and uncover meaning (ibid). higher-order thinking is usually defined as the three top end of bloom's cognitive domain: analyzing, evaluating, and creating. these are also known as critical thinking skills involving the ability to (a) identify and clarify problems, issues, conclusions, reasons, and assumptions; (b) judge the credibility, relevance, and consistency of information; and (c) infer or solve problems, as well as draw fair conclusions (hughes, 2014; hove, 2011 lai, 2011). the main objective of the study is to explore higher order thinking skills in the instruction of reading skills at addis ababa science and technology university, one of the higher education institutions in ethiopia. more specifically, the study aims at: a) analyzing the levels of thinking skills demonstrated in the questions given in the reading exercises b) identifying how the students perceive the reading exercises from the perspective of enhancing higher order thinking skills c) checking whether there is statistically significant difference among male and female students regarding how they perceive the reading exercises from the perspective of enhancing higher order thinking skills the following are the research questions aim at guiding the study: a) what are the levels of thinking skills demonstrated in the questions given in the reading exercises? b) how do the students perceive the reading exercises from the perspective of enhancing higher order thinking skills? is there a statistically significant difference between male and female students regarding how they perceive the reading exercises from the perspective of enhancing higher order thinking skills? methodology research design jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 86 for this study, mixed methods research is employed. mixed methods research is a research design in which qualitative and quantitative approaches are used in types of questions, research methods, data collection and analysis procedures and inferences. johnson and onwuegbuzie (2004:17) define mixed methods research as “a research method where the research mixes or combines quantitative and qualitative research techniques, methods, approaches, concepts or language into a single study”. among the four existing typologies of mixed methods, the design employed for this study is concurrent triangulation design. it is a mixed methods design in which two or more methods are used to confirm, cross-validate or corroborate findings within a study. it is also a singlephase design because it involves simultaneous collection of qualitative and quantitative data (hesse-biber, 2010; creswell, 2002). both qunt and qual methods are used to overcome a weakness in using one method with the strengths of another. in this design, after qual and quant data are concurrently collected, separate analyses are conducted. triangulation occurs once all findings/results are in, whereby one can compare and contrast for similarities and incongruences. instruments of data collection questionnaire, document review and focus group discussion were data gathering tools employed in this study. questionnaire was used to gather data from the student participants of the study. the questionnaire was prepared based on the research questions and review of related literatures. many of the items in the questionnaire were adapted from madden & almasi (2006) cited in yenus (2017), al sereidi (2019) and keshta and seif (2013). the pilot test for the questionnaire was carried using 40 randomly selected students from the target population of the study. then, reliability test using cronbach alpha was calculated for the question items in the questionnaire. the reliability test result is 0.903. this coefficient indicates high internal consistency and an excellent indicator for reliability of the questionnaire. document analysis is the major data gathering tool employed to answer the above research question. thus, content analysis was employed to identify the thinking levels demonstrated in the questions in reading exercises presented in the course material used to jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 87 teach english language at university. reading exercises in unit one, unit three and unit five of communicative english language skills i were subjected to content analysis. these units were randomly taken. an analysis card and a checklist which were prepared based on bloom’s taxonomy of cognitive domain were employed to identify the levels of thinking skills incorporated in reading question items of the selected reading exercises. prior to employing, the analysis card and a checklist were presented to the panel of experts for comments and necessary feedbacks were obtained. the analysis was carried out by two analyzers: the researcher and the co-data collector. this is to mean that the researcher and one english teacher who was facilitator during undertaking conducting focus group discussions participated in analyzing the thinking skills in questions in reading exercises. prior to the analysis, the researcher explained the objective of the analysis, and discussed the analysis card and the checklist to the analyzer. the researcher believes that employing this analyzer has contributed a lot to the reliability of the analysis accomplished. finally, test for inter-rater reliability was conducted in order to know the level of consistency between the findings of analysis of the reading exercises done by the two analyzers. the following table shows the level of consistency between the results of the two analyzers. table 1: coefficient correlation among analyzers: reliability through persons analyzers number of items points of agreement points of difference correlation coefficient reading exercises first analyzer 53 50 3 95.6 second analyzer 53 focus group discussion was also used to collect data from the students. this tool had two major roles: to collect further data and also cross check data obtained through questionnaire. two focus group discussions with 8 participants each were conducted. 16 students, 8 male and 8 female students were the participants of the conducted focus group discussion. the discussions were audio-recorded and transcribed for the data analysis. findings and discussion jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 88 this part deals with the findings of the study. the findings have been presented based on the research questions of the study. accordingly, the following is the presentation of the finding for the research question: what are the levels of thinking skills demonstrated in the question items of the reading tasks? table 2: frequencies and percentages of thinking skills in the selected reading exercises cognitive process frequency(n) percentage (%) test item examples lower order thinking skills (lots) remember (c1) 13 24.52 why may reading be the most demanding work at university or college? what books or texts did you read when you were in high school? understand (c2) 30 56.60 what do the writers mean by ―reading is a skill which is often taken for granted? …in their everyday lives… in (paragraph 7) their refers to________ apply (c3) 1 1.89 have you ever been to a place where there was no one else around who is the same age as you were? were most of the people younger than you? were most of the people older? how does it feel to be in a social context where you cannot find people of your age group? higher order thinking skills (hots) analyze (c4) 5 9.43 how did you read them? did you read them all in similar ways? did you use different ways of reading? if different, what were the ways? read through paragraph 4 again. if you decide to engage in team sports, which one(s) will you choose? why? evaluate (c5) 2 3.77 what would happen if a country had only very young people or very old people? create (c6) 2 3.77 write a short paragraph explaining all that you jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 89 have learned from the passage. total 53 100 as different scholars clearly put, questions in reading exercises are required to engage learners in different cognitive processes in order to facilitate learners’ better comprehension of the text being read. questions with various levels give learners opportunities to think at different levels. this is to mean that higher order questions initiate higher order thinking skills whereas lower order questions initiate lower order thinking skills. lower order questions are questions that encourage students to remember, understand and apply the presented information/material. in contrast, higher order questions are questions of analyzing, evaluating and creating that require the learners employ higher cognitive levels in answering the questions. as depicted in table 2 above, the analysis of questions in the selected reading exercises has resulted in 13(24.52%) questions that require students to remember, 30 (56.6%) questions that require the students to understand the information presented in the texts and 1(1.89%) question of application. out of 53 questions, 44 are lower order questions that aim at initiating lower thinking skills, mainly remembering and understanding, in the students, but it has been found only one question that helps students engage in the cognitive process of applying. however, there are fewer higher order questions identified in the analysis of the reading exercises. 5(9.43%) questions are questions of analysis, 2(3.77%) are question of evaluation and 2(3.77%) are questions of creating. among 53 questions, only 9 are questions that promote higher order thinking skills. this figure is very small as compared to the distribution of lower order questions demonstrated in the exercises subjected to the analysis. from the information, it is possible to conclude that lower order questions are dominating the selected reading exercises. these questions are questions that encourage learners deal with information explicitly put in the texts, and they have little role in promoting learners’ higher order thinking skills and deep comprehension of the texts. the following are the results presented on the second research question: how do the students perceive the reading tasks in terms of enhancing their higher order thinking skills? jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 90 table 3: students’ responses on how they view the reading exercises from the perspective of contributing towards enhancing their analyzing skill no . questions in the reading exercises require me to… 1 2 3 4 5 n or % n or % n or % n or % n or % mean sd analyzing skill 1. distinguish facts from opinions. 40 55 10 5 5 1.96 0.882 34.78% 47.82% 8.69% 4.34% 4.34% 2. infer the mood, attitudes, or tones of the authors. 60 38 12 5 1.66 0.733 52.17% 33.04% 10.43% 4.35% 3. explain relationships among ideas in texts. 32 45 20 28 2.55 1.062 27.82% 39.13% 17.4% 24.3% 4. investigate other possible and alternatives ideas in texts. 6 67 32 10 2.4 0.723 5.2% 58.3% 27.8% 8.7% 5. find relevant arguments to support the view of the texts 21 44 26 23 1 2.47 1.037 18.3% 38.3% 22.6% 20% 9% 6. distinguish main ideas from the supporting ones. 36 44 20 10 5 2.17 0.985 31.3% 38.26% 17.4% 8.7% 4.3% 7. compare and contrast information from reading texts 32 55 24 4 2 0.94 27.82% 47.8% 20.9% 3.49% 8. categorize information in texts. 39 45 21 10 2.01 0.871 33.91% 39.13% 18.26% 8.7% total number of participants 115 strongly disagree =1, disagree=2, uncertain =3, agree=4, strongly agree=5 table 3 above contains statements describing one of the sub-skills of the higher order thinking skills: analyzing skill. the statements are aimed to gather data on how the participants view the reading exercises from the perspective of enhancing their analyzing skill. as can be seen from the table, figure of data obtained on each statement clearly shows participants’ disagreeing with the idea expressed in each statement. above 80% of the respondents disagree that the reading exercise given in the material do not require them jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 91 distinguish facts from opinions, infer the mood, attitudes, or tones of the authors, explain relationships among ideas in texts, distinguish main ideas from the supporting ones, compare and contrast information from reading texts, and categorize information in texts. the remaining respondents 60% to 75% disagree that the reading exercises require them investigate other possible and alternatives ideas in text and find relevant arguments to support the view of the texts. the obtained figures clearly depict that the participants agree the reading tasks provided in the teaching material are not contributing towards developing their analyzing skill. table 4: students’ responses on how they view reading exercises from the perspective of contributing towards enhancing their evaluating skill no . questions in the reading exercises require me to… 1 2 3 4 5 n or % n or % n or % n or % n or % mean sd evaluating skill 1 compare your opinion with that of the authors in the texts 23 51 26 15 2.29 0.934 20% 44.3% 22.6% 13% 2 conclude themes of texts 16 49 32 18 2.45 0.92 13.9% 42.6% 27.8% 15.7% 3 recognize and judge the rationality, subjectivity and objectivity of the view in the texts from the previous knowledge 19 49 33 14 2.37 0.902 16.5% 42.6% 28.7% 12.2% 4 make choices based on reasoned argument 15 35 34 29 2 2.72 1.039 13% 30.4% 29.6% 25.7% 1.7% 5 express your opinions towards situations in the target texts. 31 51 20 13 2.13 0.925 26.95% 44.34% 17.39% 11.3% 6 justify and come up with evidences to support your argument 19 40 41 15 2.45 0.92 16.5% 34.8% 35.7% 13% 7 deliberate and discuss issues/opinions in texts to find solutions. 41 31 25 18 2.17 0.889 35.65% 26.95% 21.73% 15.65% total number of participants 115 strongly disagree =1, disagree=2, uncertain =3, agree=4, strongly agree=5 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 92 similar to the data obtained in table 2 above, the responses of the majority of respondents in table 3 above also show that participants disagreeing with each of the idea expressed in each of the given statement; as it can be seen from the table about 50% to 75% of the respondents disagree with the ideas expressed in the given statements. this is to mean that the participants agree that the reading exercises given in the teaching material do not help students enhance their evaluating skill because the exercises do not give the learners to practice such skill in the reading classes. thus, it is possible to deduce that the students perceive that the reading exercises in the teaching material do not have the capacity to make them enhance their evaluating skill. table 5: students’ responses on how they view reading exercises from the perspective of contributing towards enhancing their creating skill no . questions in the reading exercises require me to… 1 2 3 4 5 n or % n or % n or % n or % n or % mean sd creating skill 1 generate information related to the texts. 17 37 38 23 2.58 0.973 14.8% 32.2% 33% 20% 2 combine your own information with the information in the texts 9 35 54 17 2.69 0.82 7.8% 30.4% 47% 14.8% 3 connect knowledge from different sources 16 37 25 28 9 2.8 1.186 13.9% 32.2% 21.7% 24.3% 7.8% 4 design creative writing based on reading texts 24 52 39 2.13 0.732 20.9% 45.2% 33.9% 5 juxtapose (put together) ideas or information in text to form a major concept. 16 44 34 20 1 2.53 0.967 13.9% 38.3% 29.6% 17.4% 0.9% 6 formulate a creative or innovative concept of reading materials. 22 40 31 18 4 2.5 1.079 19.1% 34.8% 27% 15.7% 3.5% total number of participants 115 strongly disagree =1, disagree=2, uncertain =3, agree=4, strongly agree=5 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 93 the statements in the table 5 above aim at eliciting respondents’ responses on how they view the reading exercises in the teaching material in terms contributing towards enhancing creating skill. the obtained data in the table indicate that all of the respondents disagreeing with each of the given sentence. the figures clearly show that the respondents perceiving the reading exercises provided in the teaching material are not reading exercises that help them develop creating skill. from the data put in table 3, 4 and 5, it is possible to conclude that the respondents have the views that the reading exercises in communicative english language skills i are not aiming to enhance learners’ analyzing skill, evaluating skill and creating skill respectively. it is possible to conclude that the students have the perceptions that the reading exercises are meant not to enhance their higher order thinking skills. the responses obtained from the focus group discussions also support the above conclusion. the students uttered that reading activities practiced in the reading classroom are less challenging. frankly speaking the reading activities we are required to do in the classroom are simple one; when i was at high school the teacher was making us to make book review. we were given a book every two or three weeks to read it and review the content. it was really amazing task; we were highly enjoying doing that. here, what were expected to accomplish in reading class is below our ability. reading exercises are simple and their answers are explicitly there on the texts read.(st1) as indicated in the quote, the reading activities at university level are easy as compared to the reading activities undertaken at high school. to support the above quote, one of the discussants also expressed the following ideas: questions we are doing in the reading classes are not this much challenging for me. i do them for the sake of doing just because i am ordered to do so. the passages are not interesting and motivating to read. i used to read more complex and interesting texts while i was at school. my high school english language jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 94 teachers were teaching us literature as there was learning literature at my high school english classes. now, i do not think the texts and the questions encouraging students think differently as the texts are simple and the questions are straightforward.(st7) in general, the data obtained from the focus group discussion clearly tell that the participants have the view that reading tasks are not based on the levels of the learners and they in are not capable enough to enhance thinking skills. the following quote vividly shows this conclusion: the reading questions/ activities in the material are not based on the students’ level of reading. as i understand, there are different kinds of students in a class; there are students with good experience of reading; there are students we poor reading ability as they did not have good attention to reading at previous school. the passages and the questions are not considering such students. the questions are not the one which makes investigate. i prefer historical passage and questions that make to discuss and debate on the content. such activity, up on my past experience, helps students to present their views and take and react to the views of other students in the class. (st3) the following is the presentation of the result of the third research question of the study: is there a statistically significant difference between male and female students how they perceive the reading tasks from the perspective of enhancing their hots? table 6: result of independent sample test group statistics gender of respondents n mean std. deviation std. error mean perceptions to reading tasks female 55 2.6306 .46594 .06283 male 60 2.5583 .45663 .05895 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 95 independent samples test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean differenc e std. error differenc e 95% confidence interval of the difference lower upper perceptions to reading tasks equal variances assumed .014 .905 .83 9 113 .403 .07225 .08608 -.09829 .24278 equal variances not assumed .839 111.69 .404 .07225 .08615 -.09846 .24295 in this study data were collected from 55 female and 60 male students. independent sample t-test was conducted in order to know any statistical difference between male and female students how they view reading tasks in terms of enhancing their higher order thinking skills. as the table clearly shows the p value for the independent sample t-test obtained is above 0.05 which is to mean there is no statistically significance difference between the perceptions of the male and female participants of the study. both the male and female participants of the study have the views that the reading exercises provided in the teaching material, communicative english language skills i, are not intended to enhance higher order thinking skills. discussion in addition to assisting students in comprehending the texts being read, questions in reading exercises play an important part in strengthening learners' thinking skills. mainly, higher order questions that stimulate higher level thinking skills have tremendous benefit in enhancing learners’ higher order thinking skills. such inquiries assist pupils in reading critically and processing material at a higher cognitive level (liaw, 2007, nur, 2014). questions that require students employ the thinking skills like analyzing, evaluating and creating are referred to as higher order thinking skills. they are questions that demand learners to go beyond literal understanding and have deeper comprehension of what they jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 96 read. being divergent questions they are, they give learners chances to see things from different perspectives, elicit wider responses and process the information at higher cognitive skills (nur, 2014; pourghasemian and hosseini, 2017; sano, 2014). lower order questions are those which focus on literal comprehension of a given text and engage learners in processing information using lower cognitive levels such as remember, understand and apply. they are questions that stimulate lower thinking skills in learners as they do not give learners to explore ideas from different perspectives in the process of offering answers (nur, 2014; pourghasemian and hosseini, 2017; williams, 1996). lower order questions are those which focus on literal comprehension of a given text and engage learners in processing information using lower cognitive levels such as remembering, understanding, and applying. they are questions that stimulate lower thinking skills in learners as they do not give learners the opportunity to explore ideas from different perspectives in the process of offering answers (nur, 2014; pourghasemian and hosseini, 2017; williams, 1996). offering students the chances to work on the questions with various cognitive levels in reading exercises helps students initiate different levels of cognitive domain (ibid). different scholars recommend balanced mix of both types of questions in order to help learners enhance their critical thinking skills. in reading activities, giving pupils the opportunity to work on questions with varied cognitive levels helps them initiate different degrees of cognitive domain (ibid). to help learners improve their critical thinking skills, several experts advocate a balanced mix of both types of questions. with the above notions in mind, questions from the selected reading exercises were analyzed to answer the study's first research question. the thinking abilities included into each question appearing in the selected reading exercises exposed to the analysis were effectively identified using an analysis card and a checklist constructed based on bloom's taxonomy ideas. as the result of the analysis made on table 2 (frequencies and percentages of thinking skills in the selected reading exercises) shows, the thinking skills demonstrated in the majority of the questions in the sampled reading exercises are lower-order thinking jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 97 skills. among 53 questions subjected to the analysis, it was identified that 44 (83.01%) questions are lower order questions, whereas only 9 (16.98%) questions are higher order questions. the result clearly shows lower-order questions are dominating the reading exercises. this result corresponds to the findings of researchers conducted by muchlis (2015), esra (2019), and fatma (2015) it is obvious that students are one of the major actors in the teaching and learning process. they are target clients that mainly teachers’ activities and instructional materials should center on in order to satisfy their needs. tables 3, 4, and 5 provide data collected from students on how they see reading exercises in terms of helping to the development of higher-order thinking skills. the results of the data analysis suggest that the majority of students disagree with the beliefs expressed in the bulk of the statements. it was deduced that the students thought the reading tasks contributed less to their ability to think. the bulk of questions in the exercises are easy ones that foster literal comprehension, which can be performed by using lower cognitive levels like remembering and comprehending, according to the students' replies during focus group discussions. the responses of the students during focus group discussions also support this conclusion stating that the majority of questions in the exercises are simple ones that encourage literal comprehension which can be achieved employing lower cognitive levels like remembering and understanding. the data gathered to address the third research question also demonstrated that there is no statistically significant difference in how male and female students see reading exercises in terms of improving their higher-order thinking skills. as the result of data analysis in table 6 clearly shows the p value for the independent sample t-test obtained is above 0.05 which is to mean there is no statistically significance difference between the perceptions of the male and female participants of the study. both the male and female participants of the study have the views that the reading exercises provided in the teaching material, communicative english language skills i, are not intended to enhance higher order thinking skills. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 98 conclusion as the results of this study indicate, the majority of the reading questions students required to exercise in the reading classes are lower order questions. such questions have little value to enhance learners’ higher order thinking skills. the finding on the perception of the students also shows that learners have the views that the reading exercises they are currently practicing in the reading classroom are less effective in enhancing higher order thinking skills. in this modern era, developing learners’ higher order thinking skills/critical thinking ability has been considered as a central learning outcome of education; developing learners’ higher order thinking skills/critical thinking ability has become an important theme in order to produce learners who ably compete and properly function in this 21st century. there is a consensus that language education creates conducive environment for enhancing learners thinking abilities. mainly, learners get a lot of opportunities to practice higher order thinking strategies in the reading classrooms. well-designed reading exercises can assist learners stimulate different cognitive levels in creating responses to the questions. this study is limited to only one higher education in the country; it would be very interesting to have similar study incorporating more higher education institutions in the country to come with generalizable results. however, based on the above conclusion, it is important to give the following recommendations: at higher education learners need to be well challenged in order to make them ready for the real life challenges; tasks students required to undertake at this grade level need to create cognitive challenge on them. so, it is important to revise the reading exercises in communicative english language skills i and make them fit to the level of the students. teachers of english at higher education need to critical see at the reading exercises given in the material currently used. they need to adapt the exercises and also design additional reading tasks that can stimulate different cognitive levels the learners. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 99 references adege alemu. 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(2002). teaching and researching reading. edinburgh: pearson education. https://jurnal.unigal.ac.id/index.php/jall/index jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 received: december 6th, 2022. accepted january 30th, 2023. published february 15th, 2023. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 14 heritage languages acquired, learned, and used among kalimantan university students, indonesia: a perception aries utomo doctoral program of applied english linguistics, atma jaya catholic university of indonesia english literature department, faculty of cultural sciences, mulawarman university, indonesia aries.utomo91@fib.unmul.ac.id abstract heritage language is a language taught and learned from parents. it was integrated from generation to generation. in kalimantan, heritage languages are very various and has developed due to many influences from internal and external factors. this research aims (1) to describe how students perceive the languages(s) they acquired, learned, and used and (2) to describe their use and perceptions on heritage languages maintenance. this research was a qualitative statistic. in collecting data, the researcher employed interview, questionnaire, and observation. in analyzing data, the researcher relied on miles and huberman model for qualitative data and statistic formulas for quantitative data. based on the findings, it was found that (1) students perceive the languages they acquired, learned, and used in specific ways from the three languages mastered, such as involving in a language community, communicating with family members, friends, including learning from tv or film, and (2) students feel happy to use their hl to communicate with people with different backgrounds and show their identities. therefore, it can be concluded that students acquire, learn, and use their languages into various ways, while maintaining those languages, they tend to involve in a language community and family members. indeed, students from various ethnic backgrounds can make the learning process meaningful by knowing many local languages and cultures in a classroom. keywords: perceptions, kalimantan students, language heritage, and maintenance. introduction in this globalized era, heritage language is an important language to be preserved because its speakers are decreasing. according to little (2017), heritage languages face problems in this globalization era. those languages seem to disappear slowly because the young generation of the language is decreasing. heritage language loss is specific anxiety among younger generation. therefore, it is a big problem in society when a heritage language is no longer attractive to young age. it is taught since birth and spoken at home with parents and other family members (king and ennser-kananen in ansó ros et al., 2021; indriani, 2019). moreover, humans are not born to produce utterances in a specific language, but they acquire their first language in a culture (yule, 2020, p. 11). from those situations, the researcher thinks it is needed to analyze current research relating to heritage languages that focus on language use and maintenance from the problem. in definition, language use in a multilingual context is related to language choice in a particular situation and domain, while language maintenance refers to a situation in https://jurnal.unigal.ac.id/index.php/jall/index mailto:aries.utomo91@fib.unmul.ac.id jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 15 which a minority language (nursanti et al., 2020, p. 232; plešković et al., 2021, p. 70). therefore, the researcher would like to see how heritage language is used and maintained. one state university, located in samarinda, east kalimantan, indonesia, was chosen as an object of this research. the university is the biggest state in east kalimantan, with 13 faculties and 96 departments. the researcher chose the university because (1) students studying in the university are more varied. they come from cities around and outside of east kalimantan and, and (2) the university is one of the choices in studying at higher education around the new capital city of indonesia in the future. to be more specific, the researcher chose the english literature department to be investigated. three reasons for involving the department in this research because (1) the department focus on languages and literature studies, (2) students of the department are multilingual that do master not only indonesian and english language but also master local languages, and (3) students are from various background around east kalimantan. several previous studies were used to support this research. first, a study about heritage language learning (hll) and ethnic identity maintenance among chinsecanadian adolescents found that heritage language is important to learn and build a strong communicative orientation in the acquisition (chow, 2018). second, indriani (2019), in a study about preserving indonesian’s heritage language in a globalization era, reported that parents' attitudes and institutional policy are considered two factors in significantly determining heritage languages maintenance. third, maternal input quality may affect the outcome of heritage language acquisition of children, as concluded in research about the effects of parental input quality in child heritage language acquisition (daskalaki et al., 2020). last, carreira & kagan (2011), in a survey of hl for teaching, curriculum design, and professional development, found that learners have limited exposure to the hl outside the home and have positive hl attitudes and experiences. therefore, this research aims to gain a concept of heritage language use and maintenance among english literature students by addressing two research questions to discuss, namely: (1) how do the students perceive the language (s) they acquired, learned, and used? , and (2) how are their use and perceptions on heritage language maintenance? review of the literature language use in the education setting language use is always related to how people use a language in society. sometimes, a different language is used at home, school, or friends’ circles. several studies have been jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 16 reported to analyze language use itself. first, nursanti et al. (2020) analyzed patterns of language use among multilingual university students majoring in english revealed that students tend to use javanese at home because of intimacy and habit. english is used for academic purposes, while indonesian is used to communicate with lecturers. second, kang (2008) investigated the language classroom use by a korean school efl teacher found that a non-native efl teacher did not employ tete (teaching english through english) entirely because of students’ interest and teacher motives. third, vizconde (2011) focused on language use at one university in the philippines. the study revealed that students and teachers use their first language in comfort zones (e.g., home, recreational centers, etc.), while english is used in an academic situation. in another, fatima & al qenai (2021) analyzed arabic and other english language use. most students argue that english is better when taught in the classroom as a medium instruction at high school and college levels. almusharraf (2021) studied first language use in efl classes among saudi arabian faculty and learners found that l1 use in l2 classes becomes a subjective issue to instructors’ experience, learners’ proficiency level, and the complexity of the skill being taught. from those explanations, it can be said that language use in education is varied enough. in the education field, most of the students from several studies mentioned tend to employ english as a medium of instruction during the learning process. in contrast, l1 or heritage language tends to be used at home or family’s circle. affecting factor in language maintenance language maintenance is perceived as someone or one minority community preserving their language among the majority. two factors in language maintenance: (1) if families from a minority group live near each other and see each other frequently, this also helps them maintain their language and (2) for those who emigrate is the degree and frequency of contact with the homeland (holmes & wilson, 2017, p. 67). in another factor, pauwels in plešković et al. (2021) writes that there are three factors of language maintenance or shift: individual characteristics (e.g., age, gender, educational background), minority group characteristics (e.g., the number of language speakers, cultural similarity), and majority group characteristics (e.g., attitudes towards the minority language/culture). these factors cannot work independently and become the single factor of lm or ls. two previous studies reported language maintenance. first, p veettil et al. (2021) studied language maintenance, and language shift found that family domains valorize their jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 17 heritage language and even speak other languages by assimilating dissimilar cultures. mass media hold a crucial role in maintaining their language and cultural identity among keralites in oman. second, bissoonauth & parish (2017), focused on the perception of ancestral languages and cultures in new caledonia, identified that there are distinguished language practices among older and younger generations of new caledonians of melanesian descent where french is used as the lingua franca for all and english is more prevalent among younger generations who are studying than ancestral languages. from those explanations, it can be said that affecting factors in language maintenance can be seen from age, gender, education, the number of a speaker, and even culture. besides that, language practice and attitude also influence maintaining a minor language in a major language. heritage language studies parents teach a heritage language and are usually used on a certain scale. heritagelanguage studies were upcoming to hold with the anxiety among persistent similarities throughout exceptional background languages, which point out the universality of fundamental approaches and the outcomes of situational elements on the identical language itself (polinsky & scontras, 2020). hl and l2 grammars are not affected by transfer from the dominant/native language (romano, 2021). linguistic and cultural capability and literacy skills in the prevailing societal language are generally attained early on by all heritage speakers(y cabo et al., 2017). blackledge et al. (2008) analyzed the perspectives of bengali teachers and students in one city in the uk found out that (1) a language should be preserved and kept free from the contamination of other sets of linguistic resources and (2) teaching ‘language’ and ‘heritage’ was a means of reproducing ‘bengali/bangladeshi’ identity in the next generation. palm et al. (2019) studied the somali language in sweden found out that younger children tend to speak somali languages at home with their parents. adolescents think about the importance of learning the language for daily lives and developing the language. beaudrie (2011), focused on the spanish heritage language program, found that offering courses are a necessary but small step toward ensuring quality hl education among students. the convergence and divergence between hl and l2 learners found that at the classroom level, there are three items for hl, namely (1) diagnostic tests for understanding heritage speakers in terms of interests, proficiencies, and goals, (2) collaborative activities where l2 and heritage speakers would benefit from each other’s jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 18 strengths, and (3) opportunities for differentiated instruction and resources that are appropriate for students with different skill, needs, and goals (albirini, 2014, p. 460). from those explanations, it can be said that heritage language is a language taught by parents. every family member must preserve it. although the frequency and domain area of the heritage language is restricted, the speakers must maintain and make sure that the hl is free from other contamination resources linguistically. methodology research design and respondent this research employed a descriptive statistics. fraenkel et al. (2012, p. 187) state that descriptive statistics permit researchers to describe the information contained in many, any scores with just a few indices. data gained in this research are shown in number and percentage, then the data are presented descriptively. therefore, the researcher chooses the descriptive statistics to conduct this research. twenty five (25) students of the english literature department in one state university located in samarinda, east kalimantan, indonesia were chosen as the respondents in this research. all students’ names were not shown to keep their confidentiality. the researcher just showed their age, sex, semester, and origin. table 1 respondents’ age, sex, and semester (n=25) var age sex semester 1820 2123 ≥ 24 ms fms 1st 3rd 5th 7th 9th 11th f 16 8 1 8 17 8 6 4 2 2 3 % 64% 32% 4% 32% 68% 32% 24% 16% 8% 8% 12% *var=variance, fi=frequency, %=percentage, ms=male student, fms=female student a majority of students’ age involved in this research were 18-20 years, followed by 21-23 years and more than 24 years old. they are dominated from female studens and first semester (see table 1). talking about students’ origin, most of them were from tenggarong, kutai kertanegara regency, followed from long ikis, paser regency and several cities outside of kalimantan (i.e., denpasar, padang and malang) (see chart 1). in another, a majority of students’ tribe involved in this research were from javanese, being closely followed by kutainese, banjarnese, dayakanese, and other tribes outside of kalimantan (see chart 2). jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 19 chart 1 students’ origin students’ tribe chart 2 students’ tribe data collection the students were asked to answer a questionnaire composed and shared from google form in collecting data. the questionnaire consisted of 40 statements about language opinion, feeling, practice, and domain by employing two a-4 score scales, namely (1) 1=never, 2=sometimes, 3=often, and 4=always, and (2) 1=never, 2=seldom, 3=sometimes, and 4=always. five of the students were interviewed: student mkcd, hf, af, bg, and igda. their names are pseudonyms to keep their confidentiality—reasons for choosing those five students, namely (1) active students and (2) voluntary-based. there were nine questions to ask the researcher to the students in a semi-structured interview. in findings, the researcher just presented selected interview data that seemed relevant to the findings needed by giving a data code (intvw/name/number). balikpapan 8% berau 8% denpasar 4% samarinda 36% tanah grogot 4% nunukan 4% tenggarong 16% long ikis 4% tanjung selor 4% samboja 4% padang 4% malang 4% students' origin banjarnese 12% jawanese 28% sasaknese 4% kutainese 20% dayaknese 8% sundanese 4% beraunese 4% banuaqnese 4% makassarnese 4% bugisnese 4% minangnese 4% balinese 4% students' tribe jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 20 data analysis in analyzing data, the researcher employed two steps. that is qualitative and quantitative qualitative analysis. the miles and huberman model analyzed qualitative data collected from the interview by following three steps: (1) data display. the researcher displayed all collected data from the interview, (2) data reduction. the researcher selected data needed to support research findings in this step and (3) conclusion. the researcher concluded data that had been chosen in the previous step. in quantitative, data from the questionnaire were analyzed by statistic technique with depending on the three formulas, namely percentage, mean, and standard deviation that are explained, as follows: formula to find out percentage............... (1) 𝑃 = 𝑓 𝑁 𝑥 100% formula 1 percentage formula notes: p : percentage f : a total of the frequency n : a total of the respondent formula to find out mean score............. (2) 𝑀 = ∑ 𝑥 𝑁 formula 2 mean score notes: m : mean n : a total of the frequency x: sum of the frequency formula to find out standard deviation........... (3) 𝑆𝐷 = √∑ 𝑓𝑥2 − (∑ 𝑓𝑥)2 𝑁 − 1 formula 3 standard deviation notes: sd : standar deviation x : each value from the respondent n : total of the frequency triangulation this research employed triangulation to validate the data gained. moleong (2014, pp. 330–331) writes a validity technique of research data. denzin (1978) classified it into (1) jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 21 data triangulation, (2) investigator triangulation, (3) theory triangulation, and (4) methodological triangulation. the research employed data triangulation to find similarities and differences between a relevant theory, questionnaire, and interview gained during collecting data. findings and discussion these findings show results of a questionnaire that were shared with the participants, namely: (1) students’ language mastery, (2) students’ opinion on language, (3) students’ feeling on language, (4) students’ practice on language, and (5) students’ domain on language. in addition, these findings also show several selected data of interviews to complete analysis, as follows: students’ language mastery this part shows students’ l1, l2, and l3 mastery that are from various languages, as follows: chart 3 students’ l1 mastery a majority of the students mastered java language and kutai language as the first language (l1), being closely followed by banjar language, and other local languages (e.g., sasak, dayak, sunda, minang, etc.) (see chart 3), while second language (l2) mastered is indonesia language talking about the third language (l3) mastered are english and mandaring language (see chart 4). banjarnese 16% jawanese 24% sasaknese 4% kutainese 24% dayaknese 4% sundanese 4% beraunese 4% banuaqnese 4% makassarnese 4% bugisnese 4% minangnese 4% balinese 4% students' l1 mastery jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 22 chart 4 students’ l2 and l3 mastery students’ opinions on language this part shows students’ opinions about language use. there are ten statements to answer by choosing a-4 score scale where three statements for l1, three statements for l2, and four statements for l3 as is shown in table 2, as follows: table 2 students’ opinions on language number statements frequency of responses total n (%) mean sd 1 2 3 4 f (%) f (%) f (%) f (%) l1 1 i must preserve first language use 0 (0%) 1 (4%) 9 (36%) 15 (60%) 25 (100%) 3.560 0.583 2 i acquire many benefits from first language use 0 (0%) 4 (16%) 13 (52%) 8 (32%) 25 (100%) 3.160 0.688 3 i believe that first language is still needed in the globalized era 0 (0%) 4 (16%) 11 (44%) 10 (40%) 25 (100%) 3.240 0.723 l2 4 indonesian language has vocabularies and grammar that are easy to understand by me 0 (0%) 1 (4%) 8 (32%) 16 (64%) 25 (100%) 3.600 0.577 5 indonesian language helps me to communicate with friends/colleagues with 0% 4 (16%) 2 (8%) 22 (88%) 25 (100%) 3.840 0.473 english language 49% mandarin language 2% indonesia language 49% students' l1, l2, and l3 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 23 different background language 6 i must use indonesian language because the language is a national language 0 (0%) 0 (0%) 6 (24%) 19 (76%) 25 (100%) 3.760 0.436 l3 7 i master other language to learn knowledge and technology based on the department chosen at this time 1 (4%) 0 (0%) 7 (28%) 17 (68%) 25 (100%) 3.600 0.707 8 i master other language as a supporting career in the future 0 (0%) 0 (0%) 4 (16%) 21 (84%) 25 (100%) 3.840 0.374 9 other language that i master has complicated vocabularies and grammar. 5 (20%) 13 (52%) 5 (20%) 2 (8%) 25 (100%) 2.120 0.600 10 by mastering other language, it makes me to be confidence when communicating before many persons 0 (0%) 1 (4%) 7 (28%) 17 (68%) 25 (100%) 3.640 0.569 * l1=first language, l2=second language, l3=third language, 1=bad, 2=enough, 3=good, 4=excellent, %=percentage, f=frequency, n= total of the frequency, sd=standard deviation students’ l1 opinions most of the students very agree that l1 must be preserved. talking about the benefits of l1 use, most of the students agree that they gain many benefits from it, while the needs of l1 in the globalized era, they also agree that l1 is still needed. the mean score ranged from 3.160 to 3.560, while the standard deviation ranged from 0.583 to 0.723. it means that the data variance of the students’ choice in those statements is relatively smaller, or there is no gap large enough because the standard deviation is smaller than the mean (see table 2l1-number 1-3). jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 24 similarly, one respondent’s interview named student mkcd from kutainese argues that l1 is important in daily activities to communicate with family and friends verbally (see excerpt 1). excerpt 1 ‘penting, saya menggunakannya itu mungkin bukan untuk dalam formal ya, tapi dalam eh kegiatan sehari-hari berkomunikasi dengan keluarga saya dengan teman-teman saya, tapi saya nya itu melakukannya cuman di lisan tidak melakukannya melalui tulisan atau semacamnya….’ (intw/mkcd/15) (translated) important, i use it maybe not formally, yes, but in daily activities communicating with my family and friends, but i only do it verbally, not in writing or anything like that. students’ l2 opinions most of the students very agree that l2 has vocabulary and grammar that are easy to understand. in communicating, most of the students very agree that l2 helps students communicate with friends/colleagues with different language backgrounds and the l2 use. the mean score ranged from 3.600 to 3.840, while the standard deviation ranged from 0.436 to 0.577. it means that the data variance of the students’ choice in those statements is relatively smaller, or there is no gap large enough because the standard deviation is smaller than the mean (see table 2-l2-number 4-6). similarly, one respondent’s interview named student hf from javanese states that the indonesian language as l2 is important because it helps communicate with people from different ethnicities (see excerpt 2). excerpt 2 ‘eh bahasa kedua bahasa indonesia saya? emm penting, yang saya tadi bilang itu, bahasa kedua untuk, eh bahasanya untuk memberikan pemahaman antara orang-orang yang berbeda suku, karena tidak semua orang memiliki suku yang sama pak, seperti itu.’ (intw/hf/23) (translated) uh, my second language is indonesian? erm, it's important, what i said earlier, a second language for, uh, the language is to provide understanding between people of different ethnicities, because not everyone has the same ethnicity sir, like that jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 25 students’ l3 opinions most of the students very agree that l3 is used to learn knowledge and technology based on the students’ chosen department. in supporting a career in the future, most of the students very agree that l3 supports it. in contrast, most of the students disagree that l3 has complicated vocabularies and grammar and very agree that l3 makes the students feel confident communicating with many people. the mean score ranged from 2.120 to 3.840, while the standard deviation ranged from 0.374 to 0.707. it means that the data variance of the students’ choice in those statements is relatively smaller, or there is no gap large enough because the standard deviation is smaller than the mean (see table 2-l3-number 710). similarly, one respondent’s interview named student af from javanese states that english is important to be mastered. besides that, the language is always used to teach and learn during the course (see excerpt 3). excerpt 3 ‘untuk bahasa inggris menurut saya juga sangat penting karena bahasa inggris itu bahasa internasional yang harus kita kuasai. eh kemudian sering digunakan karena saya mahasiswa sastra inggris, bahasa inggris sering saya gunakan di dalam saat melakukan kegiatan belajar-mengajar’. (intw/af/27) (translated) in my opinion, english is also very important because english is an international language that we must master. eh, then often used because i am an english literature student, i often use english in teaching and learning activities. discussing data gained about students’ opinion on language, it can be said that students’ opinions have various data that mostly perceive l1 as heritage languages where the languages should be preserved and important for a family. at the same time, l2 seems easy to master as the national language, and l3 is a medium in accessing technology and supporting a career in the future. it is in line with chow's (2018) study that hl is important to learn. in contrast, hl is served for the indonesian language, not local languages, as cited in (indriani, 2019) and (2011), who discuss hl's limitation. however, the students should be wise to involve the heritage languages (e.g., banjar language or java language) in communication and be aware of the preservation of the languages and the purposes of using the language. besides the importance of employing l2 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 26 as the lingua franca among different ethnicities in indonesia and l3 as the international language. students’ feelings on language this part shows students’ feelings on language from three languages they have mastered. there are nine statements to answer by choosing a-4 score scale where three statements for l1, three statements for l2, and three statements for l3 as is shown in table 3, as follows: table 3 students’ feelings on language number statements frequency of responses total n (%) mean sd 1 2 3 4 f (%) f (%) f (%) f (%) l1 11 i feel that first language is important to learn 1 (4%) 2 (8%) 14 (56%) 8 (32%) 25 (100%) 3.160 0.746 12 i feel shy when i am speaking by using first language 9 (36%) 12 (48%) 3 (12%) 1 (4%) 25 (100%) 1.840 0.800 13 i feel happy when strange people communicate by using my first language 0 (0%) 2 (8%) 11 (44%) 12 (48%) 25 (100%) 3.400 0.645 l2 14 i feel comfortable by using indonesian language to discuss with my friends 0 (0%) 0 (0%) 2 (8%) 23 (92%) 25 (100%) 3.920 0.277 15 i feel happier to learn indonesian language than first language 2 (8%) 7 (28%) 10 (40%) 6 (24%) 25 (100%) 2.800 0.913 16 i feel easy to use indonesia language when following course 0 (0%) 2 (8%) 9 (36%) 14 (56%) 25 (100%) 3.480 0.653 l3 17 i feel shy when i cannot communicate using other language 1 (4%) 6 (24%) 7 (28%) 11 (44%) 25 (100%) 3.120 0.927 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 27 18 i feel my vocabularies of other language are not enough 0 (0%) 3 (12%) 14 (56%) 8 (32%) 25 (100%) 3.200 0.645 19 i feel important to master other language 0 (0%) 0 (0%) 1 (4%) 24 (96%) 25 (100%) 3.960 0.200 * l1=first language, l2=second language, l3=third language, 1=bad, 2=enough, 3=good, 4=excellent, %=percentage, f=frequency, n= total of the frequency, sd=standard deviation students’ l1 feelings most of the students agree that l1 is important to learn, but most disagree that there is a shy feeling when speaking using l1. in contrast, they very agree that the students feel happy when non-native speakers communicate with l1. the mean score ranged from 1.840 to 3.400, while the standard deviation ranged from 0.645 to 0.800. it means that the data variance of the students’ choice in those statements is relatively smaller, or there is no gap large enough because the standard deviation is smaller than the mean (see table 3-l1number 11-13). similarly, one respondent’s interview named bg from javanese argues that she is happy to use l1 because of the environment and mastering many languages (see excerpt 4). excerpt 4 ‘eh… untuk perasaan tentu saja saya merasa sangat senang ya karena di lingkungan, di samarinda sendiri agak jarang menggunakannya, dan ketika saya menggunakan itu saya merasa senang karena saya merasa bahwa saya menguasai banyak bahasa gitu...’ (intw/bg/11) (translated) eh… for feeling, of course, i feel delighted because in my environment, in samarinda itself, it is pretty rare to use it, and when i use it, i feel happy because i feel that i know many languages like that. students’ l2 feelings most of the students very agree that they feel comfortable using l2 to discuss with friends and agree that the students feel happier learning l2 than l1. they also feel that l2 is easy to follow during a course. the mean score ranged from 2.800 to 3.920, while the standard deviation ranged from 0.277 to 0.913. it means that the data variance of the students’ choice in those statements is relatively smaller, or there is no gap large enough because the standard deviation is smaller than the mean (see table 3-l2-number 14-16). jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 28 similarly, one respondent’s interview named student hf is javanese states that there is no doubt to use l2 in communicating because it is believed that almost 90% of people understand the indonesian language, except local language (see excerpt 5). excerpt 5 ‘eh tidak ada keraguan pak, dalam artian karena kan eh kita ada di satu negara yang sama tapi eh pasti ada 90% mungkin semua orang paham tentang bahasa indonesia. jadi tidak ada keraguan untuk lawan bicara untuk tidak paham, kecuali bahasa daerah yah mungkin agak kesulitan ya…’(intw/f/26) (translated) eh, there's no doubt, sir, in the sense that we're in the same country, but indeed there's 90%, maybe everyone understands indonesian, so there is no doubt for the interlocutor not to understand, except for the regional language, perhaps it is a bit difficult. students’ l3 feelings most of the students very agree that there is a feeling shy when the students cannot communicate using other languages. however, the students agree that their vocabularies are insufficient. they also very agree that l3 is important to master. the mean score ranged from 3.120 to 3.960, while the standard deviation ranged from 0.200 to 0.927. it means that the data variance of the students’ choice in those statements is relatively smaller, or there is no gap large enough because the standard deviation is smaller than the mean (see table 3-l3-number 17-19). similarly, one respondent’s interview named student af from javanese argues that he feels nervous about using l3 because he has not mastered l3 completely (see excerpt 6). excerpt 6 ‘ehm… perasaan saya saat saya menggunakan bahasa inggris mungkin karena bahasa asing ya mungkin sedikit gugup karena masih baru-baru saja menguasai walaupun masih belum ditahap yang sempurna, kira-kira seperti itu…’(intw/af/28) (translated) ehm… my feelings when i use english may be because of a foreign language may be a little nervous because it is still recently mastered even though it is still not at a perfect stage, roughly like that. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 29 discussing students’ feelings on language, it can be said that there is no shy feeling when speaking l1 because l1 is important to learn. at the same time, l2 is comfortable to use in casual conversation, and l3 is a problem when the students cannot master it well. it is in line with chow's study (2018) that heritage language is important to learn, while l3 as other languages is in line with bissoonauth & parish's statement (2017) that english as another language is used to study abroad. from the researcher’s point of view, students’ pride when using l1, l2, and l3 should be maintained because those languages are important to use by the students to face many situations at home, campus, or friendship. students’ practices on language this part shows how the students’ practices three languages that they have mastered. there are ten statements to answer by choosing a-4 score scale where three statements for l1, three statements for l2, and four statements for l3, as is shown in table 4 as follows: table 4 students’ practices on language number statements frequency of responses total n (%) mean sd. 1 2 3 4 n (%) n (%) n (%) n (%) l1 20 i use local language with family members at home 3 (12%) 6 (24%) 10 (40%) 6 (24%) 25 (100%) 2.640 0.995 21 i use local language with friends at around neighborhood 5 (20%) 10 (40%) 6 (24%) 4 (16%) 25 (100%) 2.360 0.995 22 i follow local language activity 14 (56%) 7 (28%) 3 (12%) 1 (4%) 25 (100%) 1.640 0.860 l2 23 i use indonesian language with my friends at campus 0 (0%) 0 (0%) 8 (32%) 17 (68%) 25 (100%) 3.680 0.476 24 i use indonesian language to communicate with lecturers or staff at campus 0 (0%) 0 (0%) 5 (20%) 20 (80%) 25 (100%) 3.800 0.408 25 i use indonesian language with my 0 (0%) 5 (20%) 9 (36%) 11 (44%) 25 (100%) 3.240 0.779 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 30 family members l3 26 i use other language based on the grammar 2 (8%) 1 (4%) 16 (64%) 6 (24%) 25 (100%) 3.040 0.790 27 i must use other language when following a course 1 (4%) 2 (8%) 13 (52%) 9 (36%) 25 (100%) 3.200 0.764 28 i listen to music that using other language 0 (0%) 1 (4%) 6 (24%) 18 (72%) 25 (100%) 3.680 0.557 29 i use other language to translate isolate terms based on my other language 0 (0%) 1 (4%) 11 (44%) 13 (52%) 25 (100%) 3.480 0.586 * l1=first language, l2=second language, l3=third language, 1=bad, 2=enough, 3=good, 4=excellent, %=percentage, f=frequency, n= total of the frequency, sd=standard deviation l1 practices most of the students sometimes employed l1 with family members at home, and seldom used l1 with friends around the neighborhood. in addition, they never followed the l1 activity. the mean score ranged from 1.640 to 2.640, while the standard deviation ranged from 0.860 to 0.995. it means that the data variance of the students’ choice in those statements is relatively smaller, or there is no gap large enough because the standard deviation is smaller than the mean (see table 4-l1-number 20-22). in contrast, one respondent’s interview named student af from javanese argues that he does not master l1, so he does not use it with parents at home (see excerpt 7). excerpt 7 ‘karena saya kurang menguasai untuk bahasa halus, bahasa sopannya, jadi kurang menggunakan bahasa jawa kalau kepada orang tua..’ (intw/af/15). (translated) because i am less proficient in good language, polite language, so i do not use the javanese language to my parents. l2 practices most of the students have similar statements where the students always employed l2 with their friends and always used l2 to communicate with lecturers or staff at the campus. the students also always employed l2 with family members at home. the mean score ranged from 3.240 to 3.800, while the standard deviation ranged from 0.408 to 0.779. it jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 31 means that the data variance of the students’ choice in those statements is relatively smaller, or there is no gap large enough because the standard deviation is smaller than the mean (see table 4-l2-number 23-25). in contrast, one respondent’s interview named student bg from javanese argues that l2 is used for professional purposes because she dreams of being a translator in the future. the practice of l2 is used to translate between english and indonesian language (see excerpt 8). excerpt 8 ‘oh untuk bahasa itu, akan saya gunakan di wilayah profesional ya terutama saya ingin, nanti saya ingin bekerja insyaallah menjadi seorang penerjemah, nah untuk keperluannya tentu saja bahasa ini perlu saya gunakan untuk menerjemahkan antara bahasa indonesia dan bahasa inggris…’ (intw/bg/18). (translated) oh, for that language, i will use it in a professional area, especially i want to, later i want to work, god willing, to become a translator, now for my needs, of course, i need to use this language to translate between indonesian and english. l3 practices most of the students sometimes employed l3 based on the grammar. during following a course, most of the students sometimes must use l3. to improve their l3 mastery, they always listen to the music and employed l3 to translate isolate terms. the mean score ranged from 3.040 to 3.680, while the standard deviation ranged from 0.557 to 0.790. it means that the data variance of the students’ choice in those statements is relatively smaller, or there is no gap large enough because the standard deviation is smaller than the mean (see table 4-l3-number 26-29). in another practice, one respondent’s interview named student hf from javanese argues that to improve his practice in english, he consumed all things relating to english because he believes that knowledge will be forgotten if it is not improved. the practices are done through watching podcasts, films, or reading novels. excerpt 9 ‘kalau dari saya pribadi, eh ini lebih ke personal ya. eh kalau biasa yang saya lakukan adalah eh mengonsumsi hal-hal yang berbau tentang bahasa inggris, karena sehebathebatnya kita pada bidang ilmu pasti kalau tidak di pelihara pasti akan lupa pak ya, jadi jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 32 mengonsumsi eh bahasa inggris, misal menonton podcast eh mendengarkan podcast, menonton film yang menggunakan bahasa inggris atau bahkan membaca buku atau novel yang menggunakan bahasa inggris. jadi kita bisa memperbanyak, mengembangkan, memperbanyak bahasanya apa ya, eh vocabulary yang ada disana pak seperti itu...’ (intw/hf/34) (translated) as for my personality, this is more personal. eh, what i usually do is eat things that smell like english, because as great as we are in the field of exact sciences, if we don't take care of it, we will forget it, sir, so consuming english, for example watching podcasts, listening to podcasts, watching movies in english or even reading books or novels in english. so we can reproduce, develop, and reproduce the language, huh, the vocabulary there, sir. discussing students’ practice on language, it can be said that frequency of l1 use and maintenance in language practice should be evaluated because l1 use is seldom than l2 and l3. besides that, l3 mastery is limited as one data gain during the interview. it is in line with carreira & kagan (2011), who conduct a study to evaluate the design of teaching hl, so it is important to develop hl in the future. in l3, it is in line with fatima & al qenai (2021), efl is used as a medium of instruction in the school. however, from the researcher’s point of view, the frequency of l1 use outside the circle’s family is smaller than others because the culture in kalimantan is different from others. in contrast, practically, the frequency of indonesian language use is bigger to communicate, although there is a code-mixing with heritage language, such as dialect. students’ domains on language this part shows the students’ domains in three languages they have mastered. there are eleven statements to answer by choosing a-4 score scale where four statements for l1, three statements for l2, and four statements for l3, as is shown in table 5, as follows: table 5 students’ domains on language number statements frequency of responses total n (%) mean sd 1 2 3 4 f (%) f (%) f (%) f (%) l1 30 i ask my parents to speak first language when i am at home 7 (28%) 11 (44%) 6 (24%) 1 (4%) 25 (100%) 2.040 0.841 31 i write sms/wa/video call 8 9 8 0 25 2.000 0.816 jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 33 using first language (32%) (36%) (32%) (0%) (100%) 32 i join at a culture community to use my first language 19 (76%) 3 (12%) 3 (12%) 0 (0%) 25 (100%) 1.360 0.700 33 i use my first language when interacting with friends/tribe communities 5 (20%) 7 (28%) 6 (24%) 7 (28%) 25 (100%) 2.600 1.118 l2 34 i use second language when accessing or delivering information at social media 0 (0%) 4 (16%) 8 (32%) 13 (52%) 25 (100%) 3.360 0.757 35 i read newspaper/magazine/book/nov el that have same language with my second language 0 (0%) 3 (12%) 12 (48%) 10 (40%) 25 (100%) 3.280 0.678 36 i watch tv/film using second language 1 (4%) 7 (28%) 10 (40%) 7 (28%) 25 (100%) 2.920 0.862 l3 37 i write a letter/task using other language 1 (4%) 3 (12%) 12 (48%) 9 (36%) 25 (100%) 3.160 0.800 38 i use other language when looking for information about application features on hand phone/laptop/other electronic device 0 (0%) 1 (4%) 16 (64%) 8 (32%) 25 (100%) 3.280 0.542 39 i use other language when following a course 1 (4%) 1 (4%) 15 (60%) 8 (32%) 25 (100%) 3.200 0.707 40 i join at other language community to be active in using it. 9 (36%) 3 (12%) 6 (24%) 7 (28%) 25 (100%) 2.440 1.261 * l1=first language, l2=second language, l3=third language, 1=bad, 2=enough, 3=good, 4=excellent, %=percentage, f=frequency, n= total of the frequency, sd=standard deviation l1 domains most of the students seldom asked their parents to speak l1 at home. moreover, the students also seldom wrote sms/wa/vc using l1. in the outer circle, the students never joined a cultural community, but the rest of the students always and seldom use l1 with friends in tribe communities. the mean score ranged from 1.360 to 2.600, while the standard deviation ranged from 0.700 to 1.118. it means that the data variance of the jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 34 students’ choice in those statements is relatively smaller, or there is no gap large enough because the standard deviation is smaller than the mean (see table 5-l1-number 30-31). similarly, one respondent’s interview named student igda from balinese argues that l1 is seldom used around family. in addition, her neighborhood also does not understand her language (see excerpt 10). excerpt 10 ‘oke, jadi bahasa yang paling sering digunakan yaitu bahasa indonesia, terus kalau yang cukup jarang digunakan itu yang bahasa daerah pak, kan itu gimana ya, kalau bahasa indonesia kadang sama keluarga sendiri saja, kalau tidak paham bahasa balinya, kita ganti pakai bahasa indonesia, kalau bahasa apa, kalau bahasa daerah ya cukup jarang ya pak dibandingkan bahasa indonesia tadi karena dilingkungan saya tidak ada yang paham kecuali keluarga sendiri gitu...’ (intw/igda/31) (translated) okay, so the most frequently used language is indonesian, so if the language used quite rarely is the local language, sir, how about that, if it's indonesian sometimes just with your own family if you don't understand balinese, we change to indonesian. if it's a regional language, it's pretty rare, sir, compared to indonesian because no one in my environment understands it except my own family. l2 domains most of the students always employed l2 when accessing or delivering information on social media, but sometimes read newspaper/magazine/book/novel employed l2. in watching tv/film, they tend to have similar statements with the previous one where the students sometimes used l2. the mean score ranged from 2.920 to 3.360, while the standard deviation ranged from 0.678 to 0.852. it means that the data variance of the students’ choice in those statements is relatively smaller, or there is no gap large enough because the standard deviation is smaller than the mean (see table 5-l2-number 34-36). similarly, one respondent’s interview named student mkcd from kutainese argues that she employs l2 for writing indonesian journals because there is a demand from the campus to make a journal (see excerpt 11). jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 35 excerpt 11 ‘ehm… jika saya mampu mungkin saya akan membuat eh berupa jurnal atau misalnya mengangkat, misalnya isu-isu di sekitar lingkungan saya atau sekitar indonesia misalnya membuat jurnal kaya eh… sekarang kan eh apalagi sebagai mahasiswa semester 5 ini kan saya banyak membuat jurnal gitu kan pak, bisa jadi saya akan membuatnya dalam bahasa indonesia…’ (intw/mkcd/35). (translated) em… if i could afford it, maybe i would write a journal or, for example, raise issues around my environment or indonesia, for example, make a rich journal… right now, especially as a 5th-semester student, i do a lot of journaling, don't you, sir? maybe i will make it in indonesian. l3 domains sometimes, most of the students wrote a letter/task using l3. when looking for information, most of the students sometimes employed l3, especially for application features on handphone/other electronic devices. the students also stated that sometimes, most of them used l3 when following a course, but the students never joined at l3 community actively. the mean score ranged from 2.440 to 3.160, while the standard deviation ranged from 0.542 to 1.251. it means that the data variance of the students’ choice in those statements is relatively smaller, or there is no gap large enough because the standard deviation is smaller than the mean (see table 5-number 37-40). similarly, one respondent’s interview named student af from javanese argues that l3 is used for listening to a native speaker when speaking from youtube or podcast. he also has a motivation to go international (see excerpt 12). excerpt 12 ‘yang saya lakukan, eh…. melihat, sering mendengarkan native speaker berbicara misal seperti dari youtube atau podcast gitu, kemudian saya mempelajari dari hal tersebut. kemudian motivasinya agar saya bisa berkanca di dunia internasional begitu…’ (intw/af/29) (translated) what i do, uh…. seeing, i often listen to native speakers talk from youtube or podcasts, then i learn from it. then the motivation is to dance in the international world like that. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 36 discussing students’ domain on language, it can be said that it is enough varied in several activities. however, the frequency of the domain has not been maximum, such as l1 use in writing a message, l2 use in watching tv/film, and l3 is just used for application feature of mobile phone. it is in line with daskalaki et al. (2020) that concludes that parental input quality affects hl acquisition in children. in contrast, carreira & kagan (2011) state a limitation exposure in hl outside. from the researcher’s point of view, the domination of l2 use in all domains has given various effects where l1 use is not interested anymore because all information needed always use the indonesian language. conclusion based on the explanation in findings and discussion, the researcher can answer two research questions proposed in the introduction about heritage language acquired, learned, used, including its maintenance among english literature students. first, the students perceive the languages they acquired, learned, and used in specific ways from the three languages mastered. in l1, they tend to acquire and learn the languages from parents rather than a language community. besides that, they use l1 to communicate with family members and seldom use it with friends/a tribe community. in l2, they acquire and learn the language from friends or daily communication at the campus. in addition, the language was used to communicate with another. in l3, they acquire the language from reading magazines/newspapers, including writing a letter/task. they also learn l3 from the courses followed. besides that, they use l3 as a future supporting career, translating englishisolate-term, including accessing application features of handphone or electronic devices and watching english-speaking-tv/film. second, talking about students' use and perception of heritage language maintenance, the students feel happy to use their hl to communicate with people with different backgrounds and show their identity (e.g. banjarnese, buginisnese, beraunese, and so on). moreover, the students still believe that hl is needed in this globalized era with many benefits besides learning other languages, such as english or mandarin. in the language maintenance, extra maintenance should be done to preserve the language in the future because the frequency of using hl is still limited among the english literature students, although they always speak using the languages with parents or other family members at home or with friends or colleagues who have a similar tribe (e.g. javanese language, banjarnese language, and so on). involvement of hl in society is also limited because the students statically never join in a community related to their local languages or cultures. jall (journal of applied linguistics and literacy), issn 2598-8530, february, vol. 7 no. 1, 2023 37 wang (2018) argues that hl maintenance is a complex process. the hegemony of foreign language (e.g., english) and the dominance of mainstream culture meant that participants confronted unbalanced bilingualism, and assimilation of language and culture discouraged children from maintaining their heritage languages relating to the implication in teaching and learning, this research gives new insight for a language teacher in designing an instructional design of teaching english or other languages by involving local languages. although students come from various ethnic backgrounds, it can make the learning process meaningful by knowing many local languages and cultures. it can be assimilated in acquiring language learning. besides that, this research has drawn how university students in kalimantan use and maintain their languages. students must be aware of the importance of heritage language, although they have mastered other languages (e.g., english, mandarin, etc.). expanding the research sample in different regions is suggested to make the study more extensive and comprehensive. besides that, this research can be one of the references in studying language use and maintenance. acknowledgement special thanks to ibu christine manara, ph.d., the bilingualism lecturer of atma jaya catholic university of indonesia, who had guided the researcher in conducting this research including all students of english literature department in east kalimantan province who had involved as the respondents of this research. references albirini, a. 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