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 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 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 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/ 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 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 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 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 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 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 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. 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(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 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 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 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 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 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(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 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 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 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. 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(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 educational resource, so video conferencing can be implemented as a distance learning media that enhances teacher’ productivities . finally, the writer recommends for further researchers who want to conduct the same research, should conduct the research in longer period to get more accurate data. references bower, m. et al. 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(2014). the global classroom model simultaneous campusand home-based education using videoconferencing. the electronic journal of e-learning 12(2)215-226. available online at www.ejel.org lever-duffy, j. & mcdonald, jean b. (2011). teaching and learning with technology (4 th ed.). boston, ma : pearson. martin, m. (2005). seeing is believing: the role of videoconferencing in distance learning. british journal of educational technology, 36 (3), 397-405. nunan, d. and bailey, k.m. (2009). exploring second language classroom research. sherrise roehr. purbo, onno. w. (2002). konferensi video melalui internet. yogyakarta : andi. purbo, onno. w. & hartanto, antonius. aditya. (2002). buku pintar internet teknologi e learning berbasis php dan mysql merencanakan dan mengimplementasikan sistem e-learning. elex media komputindo. rockoff, jonah e. (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 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 in improving students’ vocabulary mastery or using audio visual aids in another skill, for example learning speaking through audio visual aids references azis, z., a. & sulicha, r. 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(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 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 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. (2011). linguistic nature of presuppostion in american & persian newspaper editorials. international journal of linguistic , 3(1). retrieved from http://search.proquest.com/openview/a61d6c8b61c9e021acdb0f9edf07e076/1?pqorigsite=gscholar. borjars, k., & burridge, k. (2010). introducing english grammar. great britain: hodder education . crystal, d. (1997). a dictionary of lingistic and phonetics. oxford : blackwell publisjer ltd. fairclough, n. (1995). critical discourse analysis . london : longman. gerot, l., & wignell, p. (1994). making sense of functional grammar. sydney: antipodean educational enterprises. grundy, p. (2008). doing pragmatics . london: hodder education . huang, y. (2007). pragmatics. oxford : oxford university press. khaleel, l. m. (2010 no. 2 vol. 21). an analysis of presupposition triggers in english journalistic texts. journal of college of education for woman . lambert, v. a., & lambert, c. e. (2012). qualitative descriptive research: an acceptable design. pasific rim international of nursing research. levinson, s. c. (1983). pragmatics . cambridge: cambridge university press. liang, r., & liu, y. (2016). an analysis of presuppostion triggers in hilary's first campaign speech. international journal of english linguistics, url: http://dx.doi.org/10.5539/ijel.v6n5p68. 23 malik, r. s., & hamied, f. a. (2014). research methods: a guide for first time researchers. bandung: upi press. nn. (2016, december 8). cnn. retrieved from cnn news transcript: http://transcripts.cnn.com/transcripts/1612/08/sn.01.html nn. (2016, december 9). indonesia earthquake: rescuers search for survivors after 100 killed. retrieved from cnn news: http://edition.cnn.com/2016/12/06/asia/indonesia-earthquake/ schimd, h. j. (2001). presupposition can be a bluff. journal of pragmatics , 33, 152-173. http://dx.doi.org/10.1016/s0378-2166(01)00027-3. widdowson, h. g. (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 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. 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. 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(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 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 ability between those who are taught by social media instagram and those who are not. in answering the second research questions, 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. 42 references akron-summit country public library. 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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 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 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 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 and updating this study. furthermore, this study is also hoped to give advantages for english teaching and learning process. references baker, a. (1982). introducing english pronunciation: a teacher’s guide to tree or three? and shep or sheep?. new york: cambridge university press. burns, a., & claire, s. (2003). clearly speaking: pronunciation in action for teachers. sydney: nceltr macquarie university. chen, pi-ching & lin, yi-li. (2009). the effect of peer-review and teacher-review in young nns learners‟ guided writing instruction. 屏東教育大學學報-教育類 第 三十二期, 3, 333－358. creswell, j. (2012). education research: planning, conducting and evaluating quantitative and qualitative research 4 th ed. us: person education, inc. forel, a. c., & puskas, g. (2005). phonetics and phonology: reader for first year english linguistics. retrieved from https://www.uni oldenburg.de/fileadmin/user_upload/anglistik/personen/cornelia.hamann/phonology. pdf frisch, s. a., & wright, r. 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(eds.). proceedings of the 18 th international conference on computers in education. putrajaya, malaysia: asiapacific society for computers in education. 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 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 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 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 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 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 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 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 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 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 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 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 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 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(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. 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. 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(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 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. 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(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) 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