89 journal of english education and technology vol. 03 no. 01, march 2022, pp. 89-106 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) developing supplementary reading material based on the scramble method for junior high students supiani1 english teacher of mambaus sholihin1 supiani@gmail.com1 abstract this research is aimed to developing supplementary english reading material based on scramble method for first grade of junior high school. besides, it design supplementary reading materials based on scramble methods. scramble-type cooperative learning method is a teaching model by distributing question sheets and answer sheets accompanied by alternative answers that are available randomly. this study uses research and development method which focus on seven steps; need analysis, material development, expert validation, revision i, try-out, revision ii, and final product. the result shows that the scramble materials were helpful for the students in comprehending the text because they were already familiar with indonesian culture. the students learned more about indonesian culture, making them more aware of their local culture and helping them learn reading. keywords: reading material, supplementary materials, scramble method. http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:supiani@gmail.com1 90 i. introduction english is one of the essential subjects learned from elementary school to university. there are four basic skills in english learning, i.e. listening, reading, speaking, and writing (aziz & dewi, 2019; hanna & listyowati, 2022). for students who are learning a second language or foreign language, reading is essential in english. by reading, the students can improve their vocabulary, get a lot of information and also get the opportunity to learn grammar and meaning by deriving them from context. to improve their reading skills, junior high school students need varied reading material (aziz, 2018). nowadays, students already have an english worksheet (lks) to learn english at school. however, the materials need to be more adequate to be used as the readinglearning source since the texts are not varied. they need additional or supplementary materials to assist them in learning reading so they can learn more materials (hanif, 2016). teachers and textbooks make use of a variety of approaches, ranging from direct approaches focusing on specific features of oral interaction (e.g., turn-taking, topic management, and questioning strategies) (aziz & cahyani, 2022) to indirect approaches that create conditions for oral interaction through group work, task work, and other strategies. therefore, to create a good educational process, the teacher has to be creative in teaching, and that will be created if the teacher uses some methods or approaches to be an active class. not only for teacher problems, but also the textbook they use must be related to students’ needs. they need clear material, which means that there is no ambiguity material that they will get. in foreign language learning, reading is what a skilled teacher simply expects learners to acquire. basic, beginning-level textbooks in a foreign language presuppose a student’s reading ability if only because it’s a book that is the medium. for learners of english, two primary hurdles must be cleared to become efficient readers. first, they need to master fundamental bottom-up strategies for processing separate letters, words, and phrases and top-down, conceptually driven strategies for comprehension. second, as part of that topdown approach, second language readers must develop appropriate content and formal schemata background information and cultural experience to carry out those interpretations effectively (brown & abeywickrama, 2004)). this study aims to design supplementary reading materials based on scramble methods. scramble-type cooperative learning method is a teaching model by distributing question sheets and answer sheets accompanied by alternative answers that are available randomly. scramble is used for a type of children's game which is a development exercise and an 91 increase in insight into the vocabulary. the scramble method is a method in the form of a game of random words, sentences, or paragraphs. the cooperative learning method scramble is a method that uses emphasis practice questions in the form of games that are done in a way in groups. in this learning method, there is a need to work the same among group members to help each other's friends. a group can think critically, so it can be easier to look for problemsolving. this game method is expected to spur students' interest in reading lessons and understanding grammar (brown & abeywickrama, 2004). ii. literature review a. understanding of reading reading is a complex developmental challenge that we know to be intertwined with many other developmental accomplishments: attention, memory, language, and motivation, for example. reading is not only a cognitive psycholinguistic activity but also a social activity (snow et al., 1998). reading is the ability to draw meaning from the printed page and interpret this information appropriately (grabe & stoller, 2013). it makes the reader get new information accurately and get new knowledge. in this research, the definition above makes the students understand the text's content and then apply it to an assessment. according to nunan, reading is a fluent process of combining information from a text and background knowledge to build meaning (nunan, 2003). all reading activity is a learning process. it occurs even when readers decide to review and check a grocery list or see what information is required to fill out the form. finally, reading is a linguistic process. linguistic knowledge (morphological, syntactical, and semantic) is ultimately needed when the readers read. the processing of linguistic information is central to reading comprehension (aziz, 2020). several types of reading may occur in a language classroom. brown classifies the types of classroom reading performance into two major categories, namely oral and silent reading. b. teaching reading teaching reading should be well prepared because it is challenging work. teachers need to work hard to avoid the students’ boredom and make it enjoyable for them to read. teaching reading is needed for the student if they want to get information from the text. harmer proposes some principles in teaching reading which can be helpful for teachers: 1) reading is not a passive skill, 2) students need to be engaged with what they are reading, 3) students should be encouraged to respond to the content of a reading text, not just to the language, 4) prediction is a significant factor in reading, 5) match the task to the topic (harmer, 92 2001). concerning teaching reading to junior high school students, the curriculum supports the success of the teaching and learning process. it can be guidance for the teacher in teaching reading. from the theories above, reading is a process between the readers and the texts to build comprehension and create meaning from printed and written materials. c. teaching reading in junior high as stated before, reading is an essential skill that has to be taught. moreover, teaching aching has a strong relationship with many sources that have to be read. brown defines teaching as providing help, instructions, guidance or knowledge in doing, learning or understanding something (brown & lee, 2015). harmer states that english teachers should emphasize that reading is not a passive activity, make the students understand the arguments and predict what will happen right after they read, and encourage the students to respond not only to the language itself but also to the content of the texts, match the tasks to the topic and also exploit the texts. those principles of teaching reading proposed by harmer may lead english teachers to teach reading skills through tasks which provide active learning (harmer, 2001). the teaching-learning process of reading is achieving the basic competencies. that is teachers' active thinking, as the five principles of the 2013 curriculum are observing, asking and gathering information, associating, and communicating. five principles are an ability or process of thinking that needs to be grown and accustomed to students so that they are accustomed to thinking scientifically. one of the manners to get a high learning government is to give a syllabus as one of the models for teachers’ inspiration to develop as students need. d. materials development according to tomlinson, materials development refers to any process done by writers, teachers, or learners to produce sources or inputs to expose the language used in teaching and learning (tomlinson, 2011). further, tomlinson mentions some examples of the sources or input that can be categorized as materials development, such as developing textbooks, telling stories, bringing advertisements into the classroom, providing samples of language use, or reading a poem aloud. he also explains that material development concentrates on two vital things: what should be given to the learners and what can be done with it to promote language learning (tomlinson, 2011). in line with tomlinson, material development deals with the selection, adaptation, and creation of teaching materials (nunan, 2000). in short, materials development is needed since the available materials should be renewed or replaced depending on the progress or demand related to the subject matter. the materials developer then should develop 93 materials and follow some steps to design materials that suit the learner's needs. e. supplementary material mcgrath defines supplementary materials as materials taken from another source or any other material that is developed for learning purposes. they are developed by adding new and additional materials to supplement the textbooks (mcgrath, 2004). according to spratt et al., supplementary materials try to cover the gaps that textbooks cannot cover (spratt et al., 2005). in addition, cunningsworth states that the supplementary materials can be visual, audio, audio-visual materials, elearning, or games (cunningsworth & tomlinson, 1984). further, brown states that english teachers must supplement the materials to motivate students to learn. additionally, motivation is one of the key factors in the learning process. to sum up, supplementary materials can be any instructional material for teacher use and/or student selection that increase learners‟ motivation in teaching and learning processes and provide extension, enrichment, and support to the curriculum. f. scramble method scramble is a learning model that invites students to find answers and solve existing problems by sharing question sheets and answers accompanied by alternative answers. scramble is used for this type of children's game which is a development exercise and an increase in insight into vocabulary thinking (shoimin, 2021). the cooperative learning scramble method is a method that uses an emphasis on problem training in the form of a game performed in groups. in this learning method, a collaboration between group members must help each other's friends think critically so they can be younger in finding questions (shoimin, 2021). this method requires combining the right and left brains. in this method, students are not only asked to answer questions but also quickly capture the answers to already available questions but still in random conditions. the accuracy and speed of thinking in answering questions are one of the keys to the game of the scramble learning model (huda, 2013). this technique requires media with questions and answers written on paper. questions made are tailored to teaching materials that students must master. the answer to the question is given on the same sheet by randomizing the letters (ridwan, 2013). scramble is a method of teaching by dividing a worksheet and answer sheet with alternative answers available. the students are expected to look for answers and the solution to a problem. types of scramble of cooperative learning models. under the nature of the answer according to patty's model, scramble learning consists of various forms, namely: 1) scramble word is a game to 94 need analysis material development expert validation revision i try out revision ii final product arrange the words and letters to form a specific word that has a meaning, 2) scramble sentence is a game to arrange random words to form as a specific sentence. the sentence should be logical, meaningful, appropriate, and correct, 3) scramble discourse is a game to arrange a discourse based on random sentences. the results of the arrangement should be logical and meaningful. iii. method this research was conducted using educational research and development design. educational research and development is a research design to develop educational products, like curricula, syllabi, textbooks, instructional media, modules, assessment instruments, etc. (adnan latief, 2016). this research design would like to solve classroom problems related to educational products. this procedure comprises seven steps; need analysis, material development, expert validation, revision i, try-out, revision ii, and final product. the subject of the research was 32 students of seventh-grade students of mts mambaus sholihin suci manyar gresik. figure. the model of materials development (adnan latief, 2016) 1. need analysis to need analysis was conducted as the first stage of the research to assess the learning needs of the students. the researcher distributed questionnaires to the students and also interviewed the teachers. need analysis questionnaire is distributed to the students to know what the students need. it is distributed to analyze the student’s needs, which will be very useful in supplementary english reading material for seventh-grade students of mts mambaus shoihin gresik. the questionnaire for the student and the interview for the teacher was to do the need analysis step. this questionnaire was in the form of multiple choices. the researcher uses hutchinson and nunan’s theories to provide the 95 questionnaire provide some aspects. the first aspect is background knowledge which consists of one question; the second aspect is necessities which consists of one question; the third aspect is lacking, which consists of one question; the fourth aspect is wanting, which consists of three questions; the fifth aspect is goals that consist of five questions, the six aspects are input that consists of five questions, the seven aspects are teacher’s role that consists of two questions, the last aspect is student’s role that consists of one question (hutchinson & waters, 1987). the information from the questionnaire and interview is used to gather the data. that was needed to know whether the students needed supplementary or not. and also to know what supplementary english reading material based on the scramble method makes students enjoy learning. the need analysis results were used as guidelines for designing the supplementary materials. they will be considered in developing supplementary english reading material based on the scramble method for seventh grade students of mts mambaus sholihin gresik. 2. material development the researcher was provided with some development materials to develop supplementary english reading material. the materials were provided from the result of the need analysis; they are questionnaires and interviews with the teacher. based on the syllabus, students need content competence and the basic competence formulated before. after, i need to analyze a research-based scramble method to develop some materials which contain the first semester consisting of 4 chapters. the second semester consists of 3 chapters. the means to help students learn and make lessons more varied and exciting in teaching and learning. 3. expert validation in the next step, the developed materials were reviewed and evaluated by experts and teachers using validation products made by researchers that need to be reviewed by experts with experience in the field. the experts give some comments and revisions about the criteria of content and layout of supplementary english reading materials made by researchers, which to know what the cover and content of the material can help students and teacher improve their reading skills. the exam result will be used to evaluate the strength and weaknesses of the material towards the teaching and learning reading process in seventh-grade students of mts mambaus sholihin gresik. 4. revision i the next step of the research was expert validation. when the first draft was ready, the researcher consulted it with the experts to be evaluated to ensure that the supplementary materials were valid for the 96 students. all of the suggestions from the experts for these developed materials were very useful in making these developed materials better. then, the materials are improved and ready to be tried out. 5. try-out after researchers made the supplementary english reading material; the product was validated by expert validation. the next step is trying out. in the try-out stage, the researcher collects data to know whether supplementary english reading material can make students learn more exciting and easier. the subject of this research is seventh-grade students of mts mambaus sholihin gresik. the number of students is 32 students. 6. revision ii the next step was the second revision. the product of supplementary material was revised based on the input given by the experience of the teacher and expert validation. 7. final product the supplementary material becomes the final product after being revised by the research based on revision from expert validation. the final product is supplementary english reading material based on the scrambling method for seventhgrade students of mts mambaus sholihin suci manyar gresik. in short, supplementary material can be used to teach and learn reading material for teachers or students. iv. result 1. the result of need analysis the need analysis was conducted as the first stage of the research to assess the target and learning needs of the students. the need analysis was conducted by distributing questionnaires to 32 students of class vii-m mts mambaus sholihin gresik. the questionnaire was in the form of a multiplechoice question. this analysis was conducted to get information about the students' target needs and learning needs about developing appropriate reading materials for them. the description of the need analysis background knowledge no. question items n % 1. since when have you learned english? a. preschool 11 34,37 b. kindergarten 15 46,87 c. elementary school 5 15,62 d. junior high school 1 3,12 table 1 result of question number 1 was to find information about students' background knowledge. the result showed that most of the students have been learning english since their kindergarten. background knowledge is the information that is essential to understand a situation. it can be concluded that students were already familiar with english since their early childhood. 97 the description of the target needs necessities no. question items n % 8. in your opinion, in addition to books that are currently used in the learning process, do you still need additional material to support your reading in daily life context? a. strongly needed 25 78,12 b. needed 7 21,87 c. not needed d. not strongly needed table 2 result of question number 8 was aimed to find the students’ need for an additional book. additional books here are supplementary reading materials. 78,12 % said they need reading materials. according to the result, the researcher developed supplementary reading materials based on the scrambling method. lacks no. question items n % 13. in your opinion, what kind of activities that a. answering questions based on the text? 15 46.875% could you improve your reading skill? (you can choose more than one) b. reading then summari zing. 4 12.5% c. reading and then practicin g the content of the texts. 15 46.875% d. reading then analyzing. 11 34.375% table 3 result of question number 13 question number 5 aimed to know the student’s opinions about the selection of reading activities that seemed interesting to them. the students can choose more than 1 answer. based on the table of the result above, the students like to read, and then practice by following the content of the texts. there were only 4 students who liked reading and then summarizing for the reading activities. wants in questions numbers 6,7, and 14, the researcher tried to find out the students’ desire to learn reading. the data below resulted from the students’ urge to improve their reading skills. no. question items n % 6. by learning reading, what kind of ability would you like to gain in the classroom? a. to be able to enrich the vocabulary 3 9,4 b. to be able to read the text fluently 9 28,12 c. to be able to use the language of the texts in daily life context 7 21,87 d. to be able to comprehe nd the texts and answer the questions based on the texts correctly 14 43,75 table 4 result of question number 6 98 this question was made to find out the students’ goal in learning english, especially reading grades. most of the students said that in the learning process, they could comprehend the text and answer the question based on the text correctly. no. question items n % 7. by learning reading, what kind of ability would you like to gain in your daily life? a. to be able to enrich the vocabulary 9 28,12 b. to be able to read the text fluently 8 25 c. to be able to use the language of the texts in daily life context 3 9,37 d. to be able to comprehe nd the texts and answer the questions based on the texts 12 37,5 correctly table 5 result of question number 7 was made to find out the students’ goal in learning english, especially reading for their daily life. based on the table, 37,5 % of the students said that they learned reading to be able to comprehend the texts and answer the questions based on the texts correctly. no. question items n % 14. when you are completing a reading task and activity, how do you expect to finish the task? a. individually 4 12,5 b. working in pairs 3 9,37 c. working in a group 21 65,62 d. all of the opinions 4 12,5 table 6 result of question number 14 the question aimed to determine the students’ preference in completing the task. the result suggested that 65,62 % of students preferred to learn reading in a group. from the result, the researcher developed a reading task for the group’s activity, such as role play and group discussion. goals question numbers 2, 3, 15, 16, and 17 aimed to determine the students’ opinions and interest in learning activities in the classroom. no. question items n % 2. in your opinion, what do you think about the reading learning process in the classroom? a. very interesting 1 3,12 b. interesting 4 12,5 c. interesting 27 84,37 d. very not interesting table 7 result of question number 2 this question was aimed to obtain the students’ opinion of whether the current learning process was exciting or not. most students said that the teaching-learning process in the classroom, especially reading, was not attractive. this means that the 99 reading-learning process in their classroom should be improved and supplemented. no. question items n % 3. according to you, how important is it to learn to read in english? a. very important 28 87,5 b. important 4 12,5 c. less important d. not important table 8 result of question number 3 this question aimed to know the importance of reading ability in english for students. most students in the class said reading english was very important. no. question items n % 15. can the topics used in the reading learning process in the classroom be used for practical needs? a. very useful 19 59,37 b. useful enough 11 34,37 c. less helpful 2 6,25 d. not proper table 9 result of question number 15 this question aimed to know the importance of topics they have learned in reading class. this question reflected their opinion about the topic that the teacher used in the process of teaching and learning. most of the students said that what they learned in reading class was very useful for their daily lives. based on the result, the researcher used the previous topics they had already learned as a reference. no. question items n % 16. is the lks (worksheet) currently used in learning reading been improving your ability to read in english? a. very improving 1 3.12 b. improving 2 6,25 c. not improving 18 56,25 d. very not improving 11 34,37 table 10 result of question number 16 the majority of the students said that the book they have was not helping them to improve their reading ability. from the result, they need an appropriate book to enhance their reading skills. no. question items n % 17. is english the book currently used in learning reading in the class that consists of enough evaluation to measure your reading ability? a. very enough 1 3,12 b. enough 1 3,12 c. not enough 16 50 d. very not enough 14 43,75 table 11 result of question number 17 this question aimed to determine the importance of the evaluation in the textbook used by the students. more than half of the students said their textbook did not measure their reading skills. that means the students need a book to provide more evaluation in it. 100 the description of learning needs input no. question items n % 4. does the teacher provide interesting topics in learning activities in the classroom reading? a. very interesting 18 56,25 b. interesting 13 40,62 c. less attractive 1 3,12 d. not interesting table 12 result of question number 4 the question was aimed to know about students’ previous reading materials topic to decide the new topic to be more attractive for them. almost half of the students said that their previous topic was very interesting. the result helped the researcher choose the reference for the developed materials book’s topic. no. question items n % 5. are the topics used in reading activities in class can help your critical thinking? a. very helping 18 56,2 5 b. helping 12 37,5 c. less helping 2 6,25 d. not helping table 13 result of question number 5 as a result of the question above, the materials used in the class were immensely helping them to develop their critical thinking. no. question items n % 10. are the topics used in the reading learning activities in the classroom may provide new information? a. very provided new informatio n 18 56,25 b. provided new informatio n 11 34,37 c. less provided 3 9,37 d. not provided table 14 result of question number 10 this question was aimed to answer the role of the topic they have learned in class. most of the students said that the topic given by the teacher in their class was entirely giving them the new information they needed. none of them said the topic did not provide them with new information. the result showed that the students are already familiar with the new topics, which gives them new things to learn. no. question items n % 12. what kind of learning materials do you want to have in the supplementar y reading book? a. new information and description 11 34,37 b. with the list vocabulary 11 34,37 c. picture 17 53,12 d. simulation table 15 result of question number 12 the question aimed to find the materials input the students preferred to learn. by seeing the result above, the researcher 101 decided to develop various activities with various combinations of learning materials. no. question items n % 9. what kind of reading activity would you like to have in the classroom? a. make or arrange the sentence 15 46,87. b. role-play 9 28,12 c. discussion 3 9,37 d. fill the multiple choice 5 15,62 table 16 result of question number 9 the question aimed was to find out the most exciting way to teach reading based on preference. it would be easier for them to learn new knowledge. 46,87% said they preferred to learn reading by making and arranging sentences. the rest of them wanted to learn reading through role play. other activities, such as discussion and fill multiple-choice, were also developed for their reading-learning process in developed materials. no. question items n % 11. in your opinion, what kind of theme for the topics you would like to have in the reading learning process in the classroom? a. cultural theme 9 28,12 b. education theme 15 46,87 c. social theme 8 25 d. technolog y theme table 17 result of question number 11 the question was aimed to find the topic they preferred to learn in the developed materials. teacher’s role. no. question items n % 18. does the teacher give more examples than explanations in reading and learning activities? a. always giving an example 3 9,37 b. less giving examples 22 68,75 c. giving example enough 7 21,87 d. not giving examples table 18 result of question number 18 the question above showed that the teacher needed to give more examples in the classroom. after seeing the result, the researcher developed reading materials with many examples and explanations. no. question items 19. what do you do when you find a problem with the task given by the teacher? a. asking teachers b. asking friends c. finding the answer by yourself d. doing nothing table 19 result of question number 19 the question above was aimed to see the teacher’s role as the problem solver in reading the teaching and learning process. more than half of the students said they would find their friend's answer. no student does anything when they get a problem. 102 students’ role no. question items n % 20. when you find a problem during a group's activities, what do you do? a. asking teachers 7 21,87 b. discussing with friends 17 53,12 c. finding the answer by yourself 8 25 d. doing nothing table 20 result of question number 20 the question was aimed to see the student's role in the class. students were asked to participate in active learning in the reading, teaching and learning process. by seeing the question above, most of them would find the answer by discussing it with friends. no student does anything when they find difficulties, which means all students are eager to participate in the active learning process. from the result of the questionnaires, the researcher concludes that the students are very interested in learning english, especially in reading. therefore, the researcher develops a reading book as a guidebook based on their needs. the result of the interview with the students there were three students interviewed by the researcher. the three students are all girls. they are 12 years old. the first question was whether they liked reading and wanted to know the importance of reading skills for the students. all three students said that they like reading and stated that reading is essential and helpful for them because it can improve their vocabulary and increase their knowledge. the next question was aimed at finding information about the type of task that made them excited to solve it. the first student argued that she likes to read and then practice it. the second student said she liked a task with many pictures. she thought she would be interested in doing the task because of those pictures. the result of the interview the interview guideline was developed for the english teacher of seventhgrade students of mts mambaus sholihin. there were ten questions to find information about the technique in teaching reading, the source of the materials, and the teacher’s opinion about scramble reading materials. students need supplementary reading materials as the book for seventh-grade students of junior high school is not available yet. supplementary reading materials which scramble themes will help them comprehend the text better v. discussion standard competence of the grid was taken from the 2013 curriculum as the school was using that curriculum in the teaching and learning for class seventh process. three basic competencies were taken in the 2013 curriculum, with three different text types to be learned. supplementary reading materials 103 were developed to fulfil the lesson's objectives in junior high school, especially class vii. the supplementary reading books were developed into three units, each containing one text genre. the book's approach was scrambled, as mentioned before in the previous chapter. moreover, based on the results of the needed analysis, 46,87 % of the students in class vii of mts mambaus sholihin suci manyar gresik said that they liked education as the theme of the text. each of the units has different topics from the others. those were ‘what is the city like?’ for the first unit, ‘what does he look like?’ for the second unit, and ‘descriptive text’ for the last unit. the lessons' learning objectives were to make the students understand the generic structure and language features of the descriptive text, recount text, and narrative text. after deciding the learning objectives, the indicators were listed in detail. each unit had some indicators indicating the abilities that should be learned at the end of every lesson. in the learning materials, there were six sub-components. the first component was the topic. the topic in unit 1 was what the city is like. the topic in unit 2 was what does he look like? and the topic in unit 3 was descriptive text. the second component was the input of the text. the text input in each unit was written based on the topic. grammar was one of the components in the course grid. the grammar used explains the construction of the sentence and how to make a good sentence based on the type of the text. the grammar was written in the language features component because some characteristics were used in each text. the grammar used to be learned was simple present and past tense. developing the course grid the course grid was developed based on the curriculum 2013 for seventh-grade students of junior high school and the result of the need analysis. the course grid was developed based on the type of text written on the basic competence of the curriculum. there were three types of text. those were descriptive, recount, and narrative. there were seven main components in the course grid. those were unit, basic competence, indicators, learning materials, learning activities, time allocation and teaching kits (hutchinson & waters, 1987). according to the table above, the first component of the course grid was the unit. three units were written in the course grid, and each was developed based on the type of text from the basic competence. unit one explained the descriptive text, unit 2 explained about recount text, and unit 3 explained the narrative text. the next component of the course grid was basic competence. the basic competencies in the course grid were taken from curriculum 2013 for seventh-grade students of junior high school. there were 104 three basic competences put in the course grid. those were basic competence numbers 3.5, 3.6, and 3.7, each of which had one type of text used to be the basis for writing the course grid. the third component of the course grid was indicators. the indicators were listed from the learning objectives of the lesson. the indicators of each unit explained the things which have to be done by the students at the end of the lesson. the students were expected to be able to understand descriptive text, recount text, and narrative text. the next component was the learning materials. the learning materials consisted of some sub-components. those subcomponents were the topic, the input of the text, social function, language features, generic structure and vocabulary. those subcomponents were developed based on each type of text. for example, the social function of descriptive text was to describe and reveal a particular person, place, or thing. the vocabulary used was related to the stories and activities in the unit. the examples of vocabulary were beautiful, enjoyable, interesting, holiday, village, and many more. the next component after the learning materials was the learning activities. this component was about activities done by the students in the learning process. the activities were divided into three main activities. they were pre-reading, whilereading and post-reading. the students did some activities at each stage. the next component was time allocation. the time allocation was explained as the time taken by the students to do the activities. each activity had a certain time, and the students had to finish the activities based on the time allocation. minutes. the time allocation was determined by looking at the level default of the task. the more complicated the task, the task had more time allocation. the time allocation for the lesson in each unit was 2x45 minutes. the last component of the course grid was the teaching kits. the teaching kits were the media used by the teachers and the students in the teaching and learning process. the teaching kits in each stage of activities were different. it depends on the needs of each activity. for example, the teaching kits used in the while-reading stage in unit one were descriptive text, some pictures, pens and worksheets. the components are written in the course grid to achieve the lessons' learning objectives. the media and the other teaching aids supported the teaching and learning process more interestingly. therefore, the teaching and learning process should gain the students’ attention and motivate them to learn the english lesson. then, the researcher presents the final product of this research. the product of this research was made based on the result of the student need analysis and the result of an 105 interview with the teacher of class vii. when the product was done, the product was validated by an expert of validation. there are two items to be validated: the validation of material and the validation of design. the researcher revises the product from that validation based on the experts’ suggestions and comments. when the product is revised, the product is tried-out to the students and revised based on the result of the try-out. when the product is considered appropriate english learning materials for the students and suitable for students’ needs, the final product is published. the product is a set of educational products that are ready to support classroom instruction. vi. conclusion based on the result of the product testing, the developed scramble supplementary reading materials were considered appropriate. the product testing results were based on the students’ and teachers’ opinions. the percentage ranges of the scores were 85%, and it was categorized as an excellent book. the appropriate scramble supplementary reading book can be applied to seventh-grade students of junior high school. the english supplementary reading materials based on the scrambling method for junior high school students’ books consisted of three units. each of the units was developed based on the indicator in the basic competence and standard competence. each unit of the english supplementary reading materials based on the scrambling method for junior high school students’ books consisted of 15 tasks. the scramble materials were helpful for the students in comprehending the text because they were already familiar with indonesian culture. the students learned more about indonesian culture, making them more aware of their local culture and helping them learn reading. vii. references adnan latief, m. (2016). the book research methods on language learning. malang. university of malang. aziz, i. n. (2018). developing english reading book for college students of inkafa based on monitoring strategy. jalie; journal of applied linguistics and islamic education, 2(2), 279–304. aziz, i. n. (2020). the use of circ strategy on students’ reading comprehension skill. journal of english education and technology. aziz, i. n., & cahyani, n. p. (2022). circ (cooperative integrated reading and composition) as strategy of teaching reading comprehension. jeet, journal of english education and technology, 2(04), 504–511. aziz, i. n., & dewi, y. a. s. (2019). the concept of language environment: a descriptive study at madrasah aliah keagamaan gresik. edukasi: jurnal pendidikan islam (e-journal), 7(2), 140–162. 106 brown, h. d., & abeywickrama, p. (2004). language assessment. principles and classroom practices. white plains, ny: pearson education. brown, h. d., & lee, h. (2015). teaching principles. p. ed australia. cunningsworth, a., & tomlinson, b. (1984). evaluating and selecting efl teaching materials. heinemann educational. grabe, w. p., & stoller, f. l. (2013). teaching and researching: reading. routledge. hanif, l. (2016). developing task-based supplementary reading materials for the eighth grade students of junior high schools. english language teaching journal, 5(3). hanna, i. d., & listyowati, r. (2022). developing speaking instructional materials through contextual teaching and learning. english education: english journal for teaching and learning, 10(01), 39– 53. harmer, j. (2001). the practice of english language teaching. london/new york, 401– 405. huda, m. (2013). model-model pengajaran dan pembelajaran: isu-isu metodis dan paradigmatis. hutchinson, t., & waters, a. (1987). english for specific purposes. cambridge university press. mcgrath, i. (2004). materials evaluation and design for language teaching. elt journal, 58(4). nunan, d. (2000). language teaching methodology. harlow: longman. nunan, d. (2003). practical english language teaching. ridwan, a. (2013). inovasi pembelajaran, jakarta. shoimin, a. (2021). model pembelajaran inovatif dalam kurikulum 2013. snow, c. e., burns, m. s., & griffin, p. (eds.). (1998). preventing reading difficulties in young children. national academy press. spratt, m., pulverness, a., & williams, m. (2005). the tkt course. cambridge university press. tomlinson, b. (2011). materials development in language teaching. cambridge university press. 92 journal of english education and technology vol. 01 no. 02, june 2020, pp. 92-98 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) increasing students' ability on maintaining the school cleaning environment through morning-based activities of modelling technique for retarded students youlanda agustin 1, armaini2 universitas negeri padang youlandaagustin.ya@gmail.com1 armaininurajali@fip.unp.ac.id2 abstract this study aims to determine the ability of children to maintain the cleanliness of the school environment in the sweeping aspect of middle-aged children in perwari padang special school. this research is to find out whether training based modelling technique is effective in improving children’s ability to maintain the cleanliness of the school environment in middle-aged children. the type of research method used by ssr is using a-b-a design. the test used is an action test; the researcher instructs the child to imitate and practice. after analyzing baseline acquisition data (a1) the ability of the child is still low, the in condition (b) the child is given treatment in this condition the child’s ability to maintain environmental hygiene significantly increases. at baseline (a2) observations were made after treatment was given through an exercise-based modelling technique, the child’s ability was good. from these result, exercise-based modelling techniques can improve children’s ability to maintain the cleanliness of the school environment in sweeping aspects key words: modelling technique, cleaning environment, moderate mental retardation http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:youlandaagustin.ya@gmail.com1 mailto:armaininurajali@fip.unp.ac.id 93 i. introduction cleanliness is essential both personal hygiene and environmental sanitation, and it is supported by an islamic proverb which states that "cleanliness is part of faith". the purpose is that islam strongly e retardation encourages humanity to maintain its purity, both in self-preservation, the environment, mind and heart of all dirty things. that is where things are under qs. attaubah: 108, which means "and surely allah likes clean ones ". therefore from that, it would be good hygiene was taught as early as possible to the child's routine and mental disabilities children. children with special needs are children who experience obstacles in terms of vision, hearing, intelligence, physical motor, behaviour, social and emotions as well as in terms of development. one of the types of children with disabilities is explicit that mentally disabled child also knows children who have a level of intelligence in the belowaverage which. there are three types of child mental retardation, which include mental retardation mild, moderate retardation, and weight retardation. children's mental retardation was having the ability intellectual is lower than in children light retardation. children's mental retardation was also included in the children were classified into retardation, mental. children who are involved in insanity, the mental has an iq of approximately 35-55. this child can still do work or chores help yourself own, with guidance from others (panjaitan & irdamurni, 2013). education is the thing that is mandatory for citizens of the state of indonesia (aziz & dewi, 2019b), as citizens of a country that has the rights and obligations of the same, the child needs special also have the right to the same in education such as the withdrawal of children public more. education is also a thing that is important where education is the way to develop sources of the power of man (aziz & dewi, 2019a), without any training we are not going to know will be the development of science knowledge then of the government requires that 9 -year study. the development itself is a program that works in the service specific to the child can get the construction of the everyday. in-law no. 20 the year 2003 about systematic education nationwide, have made efforts to strategic and integral to the implementation of training. opportunity in acquiring knowledge that quality applies to all circles without any discrimination. due to the level of ability of the intellectual child, mental retardation has a range of low. of the education program development of self is very important for the development potential of children retarded being. which is the mentally disabled child is being given coaching or training so that children can carry out daily activities without relying on the help of others (kustawan & yanti, 2014). in a study of preliminary that researchers do in march 2019, when the school was carrying out activities of cooperation, the researchers observed the class vi sdlb retarded being. researchers pay attention to a child who has not been able to maintain the cleanliness of the surrounding environment, where the child has not been able to sweep aspects, to wash dishes and to mop with a good and right. in the aspect sweep, children have not been able to rake to clean, when children swept a lot of rubbish that is left behind, the child also only focuses sweep a straight course, in addition to the child does not see the garbage that exists at the bottom table and bench bottom. based on interviews with the parents, the child is already capable of maintaining the cleanliness such as combing hair himself, wearing a shirt alone, wearing the shoes himself, wearing the powder itself, take the food itself and cleanse his menstrual cycle. will but the child is not able to maintain the 94 cleanliness of the environment at home, where the child has not been able to wash the dishes themselves, wash clothes themselves, sweep and clean the room. kids are not allowed by the parents to wash the dishes, because the parents fear children will break the plate. in the aspect of washing clothes, in here, the child has not been able to wash clothes that big would be, but a child has been able to wash garments inside themselves. in sweeping children only do occasionally at home, where when the sweep is still a lot of junk and dust was left behind because the child focuses sweep fore only and do not see the area around it, the child has not been able to rake in a place that a lot of stuff. in the aspect of cleaning the bedroom, the child is still sleeping both his parents, so it was his mother who cleans the room to sleep. as were we all know, the cleanliness of the environment is an aspect that is very important in life every day. the situation that is clean starts from the net state of the house and yard, because of the cleanliness of the house and yard will make us more accustomed to clean up the environment more. home environment also an environment that is very close to us, which is where most of the great activities that we do are the activities at home, starting from waking to sleep again. so from that, we need to pay attention to the condition of the house from as early as possible (aprilia & amrullah, 2017). then make sure we are always sweeping the house two times a day. with diligent, use in cleaning the environment will make us be spared from disease and make life becomes more comfortable. in addition to cleanliness at home, cleanliness outside the home must also be considered, such as sweeping the yard, storing trash cans around the house, and throwing garbage in the trash. at school we also need to pay attention to environmental cleanliness, because of school is a means of learning, which is so that learning becomes more comfortable and more concentrated then we must maintain a clean environment at school. so from that, we have to get used to preserve the environment around from as early as possible. for the formation of the attitude of discipline would be the cleanliness of the environment around, it begins from the smallest up first, like throwing trash in its place, washing dishes, sweeping, mopping floors, and so on. seeing the problem of children who have not been able to maintain the cleanliness of the environment around it, namely the aspect sweep children have not been able to rake to clean and correct. it needs behaviour modification is required to be able to improve the ability to develop themselves in terms of environmental cleanliness. the school environment is environmental second after the home of the closest to us because the school is a place where we learn to be the case. for activities to learn to be comfortable, should we as students can maintain the cleanliness of the environment in the school by way of cleaning the classroom with the routine—one of the techniques which can be used a training -based modelling technique. mechanical modelling is learning that is done by imitating others, while exercise is a way of teaching that is good to instil habits of specific is repeated (sagala & pembelajaran, 2009). then on the techniques of modelling -based exercises are activities in which researchers give an example and children do be repeated. based on the results of the assessment conducted by researchers on 2, 9, and 23 march 2019, it was found that children have not been able to maintain environmental cleanliness, including sweep properly and correctly, the results of the assessment showed the child was only able to sweep straight ahead and the room without obstacles, children, are not able to sweep in a place that has furniture, such as under the 95 bench and under the table, besides they also do not see the back of the door when sweeping, causing dust to gather around the back of the door. based on the problems that the researcher wants to do a study with the title "improving ability maintain cleanliness environmental school through mechanical modeling based training for moderate mental retardation children". ii. method this research method uses single subject research (ssr) to find out how much influence from a treatment given to subjects that are done repeatedly using a specific time, then this study uses a-b-a design. a-b-a design has the advantages that the strengthening of the evidence that treatment ( treatment) were given to the target is indeed causing impact changes that much better . design phase of the baseline will be repeated as many as two times. aba design is the development of ab design. in the model, a-b-a will show the relationship because due to variable x and variable y (sunanto, takeuchi, & nakata, 2006). the main procedures of aba design can be described as follows : meeting chart 1. basic design of a-ba based on the picture, the first baseline (a1) is the ability to maintain the cleanliness of the school environment in the sweeping aspect before being given intervention/intervention (b), which provides treatment using exercise-based modelling techniques, then continues to the second baseline (a2), namely seeing the ability of children in maintaining the cleanliness of the school environment in the sweeping aspect after not using exercisebased modelling techniques. the technique of collecting data uses an act. the action test is to see the child's ability to maintain the cleanliness of the school environment in sweeping aspects. then the results of research in the input into the format of a percentage. data collection tools use the percentage data collection format. collection tool the data using the composition of the test form of checklists. the collection format is a research instrument in both baseline and intervention conditions. tools measure that is used is the percentage that can indicate the number of the occurrence of a behaviour or event compared with the overall possibility of the existence of an action or activity is multiplied by 100% iii. students ability percentage = 𝑠𝑘𝑜𝑟 𝑦𝑎𝑛𝑔 𝑑𝑖𝑝𝑒𝑟𝑜𝑙𝑒ℎ 𝑎𝑛𝑎𝑘 𝑠𝑘𝑜𝑟 𝑡𝑜𝑡𝑎𝑙 𝑠𝑒ℎ𝑎𝑟𝑢𝑠𝑛𝑦𝑎 × 100 % iv. result and discussion results based on the results of the study, there are three stages carried out in this study, namely in the first stage of observation in the initial condition of the child before being treated in maintaining the cleanliness of the school environment in the sweeping aspect called the baseline (a1). in the second stage, treatment is given to the target behaviour that is called intervention (b) using exercisebased modelling techniques. then on stage three, the researcher does the observation of the child in maintaining the cleanliness of the environment in the aspect sweep after it provides a treatment that is called the baseline (a2). this research was conducted as much 16 times observation, from the date of november 13 to december 7 2019. on condition baseline a1 percentages were obtained was 30%, 30%, 30%, 30%, on the condition of the data that is not any improvement, then it should be given 96 treatment. the condition of intervention b shows a sharp increase in the ability of children after being given an intervention. percentage who acquired the 40%, 60%, 70%, 70%, 80%, 80%, 80%. it appears that the percentage of children's abilities increased from the beginning of the intervention by 40% then increased to 80% at the end of the intervention. the last condition (a2), wherein this condition the child's ability is stable with the acquisition of the percentage of abilities from start to finish, i.e. 80%, 80%, 80%, 80%. graph 1. baseline percentage chart (a1), intervention (b), and baseline (a2) from the elaboration of the above table, it can be concluded at the time of condition (a1) at the initial states in maintaining the cleanliness of the school environment when the child has not been given treatment. observations and records made in this condition that is when children do activities at school, children are instructed to sweep the class without the help of researchers. representations were made four times with the first results up to four to get 30% of the ten items made by children. on the fourth day, the researcher stopped the observation because the data obtained showed stability of the number of things the child was doing. the remarks made by researchers at the baseline (a1) showed that children were still having problems with the ability to maintain the cleanliness of the school environment in the sweeping aspect. then in the intervention condition (b), the child will be given treatment using an exercise-based modelling technique. observation and recording the ability of children to maintain the cleanliness of the environment in the aspects of the sweep using the methods of modelling-based exercise, which researchers pointed out procedures how to sweep the good and right then imitated by children, and the children repeat the material that is delivered, researchers. observations on condition this is done for eight times, the representation first gets 40%, views both gained 60%, then the observation third up to five children get 70%, and illustrations to six to eight children get 80%. researchers stopped observing on the eighth day because the data obtained were already stable, and the children's ability to maintain environmental cleanliness in the sweeping aspect had increased. furthermore, the condition of the baseline (a2) is the condition in which conducted the observations of the ability of children to maintain the cleanliness of the environment of the school in aspects of sweeping given intervention or treatment. in this condition, it can be seen that the ability of children to maintain the cleanliness of the school environment begins to increase. observation on conditions this is done for four times with the result that the first day until the fourth day of view is obtained 80% of the number of items that children do in the ability to maintain the cleanliness of the school environment in sweeping aspects. 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% 55% 60% 65% 70% 75% 80% 85% 90% 95% 100% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 baseli ne (a1) hari pengamatan p e rs e n ta se k e m a m p u a n m e n ja g a k e b e rs ih a n l in g k u n g a n s e k o la h 97 judging from the results of these observations, it appears that the ability of children to preserve the purity of the school environment in the whole issue is well developed and stable. based on the graph above, it is presented that the child's ability to maintain the cleanliness of the school environment at the baseline (a1) results of the highest data of 30%. then in the intervention condition, (b) the highest percentage of children's abilities is 80% by providing treatmentbased modelling techniques. at baseline (a2), the portion of children's skills in maintaining a clean school environment begins to develop correctly. this can show that almost all indicators given by children can do it. discussion this study discusses the effectiveness of training-based modelling techniques to improve the ability to maintain the cleanliness of the school environment in sweeping aspects of mentally disabled children at slb perwari padang. problems for intellectually disabled students, including difficulties in daily life such as in self-development activities (kustawan & lisnawati, 2014). based on the results of research conducted during 16 meetings held in three conditions, namely baseline (a1) four sessions before given treatment (intervention), then intervention (b) eight meetings and baseline (a2) four meetings after no intervention is provided. researchers collected data by giving an action test using a training-based modelling technique to mentally disabled children. exercise-based modelling techniques can assist children in self-development in the sweeping aspect in which the researcher exemplifies proper and correct comprehensive procedures. the child mimics it, and the child repeats what the researcher repeatedly did. so that it can be seen the child's ability to maintain environmental hygiene is increased or not. the results of data analysis prove that the effect of trainingbased modelling technique interventions can improve the ability to maintain the cleanliness of the school environment of mentally disabled children. this shows that the a-b-a design has a causal relationship between the dependent variable and the independent variable (sunanto et al., 2005) on condition baseline (a1) before the given intervention (b) were conducted during four times to get the result of the ability to maintain the cleanliness of the environment of the school to the children experienced the rise and stable. then in the intervention condition using training -based modelling techniques, the intervention of each observation continues to increase, and three last getting the results were stable. furthermore, in baseline observations (a2) after no treatment was given the results of observations showed an increase and a stable. activity is aimed to assist children in improving the ability to maintain the cleanliness of the environment of the school in the aspect sweep. the results of research that have been carried out are proven that training -based modelling techniques are useful for improving the ability to maintain the cleanliness of the school environment in sweeping aspects. so from the results of the research have proven that the technique of modelling based exercises effective in improving the ability to maintain the cleanliness of the environment of the school in the aspect sweep for mentally disabled children was in slb perwari padang conclusion based on research that has been done at slb perwari padang, it is proven that the use of training-based modelling techniques is sufficient to improve children's ability to maintain the cleanliness of the school environment in terms of sweeping for mentally disabled children. research carried 98 out by repeatedly told the child as much as 16 times the meeting. conditions baseline (a1) to do as much as four times, and intervention (b) as much as eight times and conditions baseline (a2) as much as four times. from the results of the study were conducted in slb perwari padang prove that the technique of modelling -based exercise can improve the cleanliness of the environment of the school in the aspect sweep for retarded children. research conducted as many as 16 times. which is the baseline condition (a1) done four times, then the intervention (b) 8 times, and the condition baseline (a2) 4 times. in this study, the ability of children to maintain environmental hygiene increased positively, as evidenced from the data obtained during the intervention. the intervention was stable at 80%. so the results of data analysis both in conditions and between conditions concluded that the child's ability to maintain environmental cleanliness in the sweeping aspect of mentally disabled children is increasing after being given an intervention. by thus be declared engineering modelling based exercise can improve the ability of the child in maintaining the cleanliness of the environment of the school in the aspect sweep on children's mental retardation was grade vi / c1 sdlb in slb perwari padang. suggestion the advice given is: 1. for researchers furthermore, research it can be used as a guide and a guide and a source of knowledge about child mental retardation were in improving the ability to maintain the cleanliness of the environment of the school in the aspect sweep 2. for teachers, the results of research on the techniques of modelling -based exercises can be used as one of the media that is attractive to intermediaries in delivering learning maintaining the cleanliness of the environment of the school in the aspect sweep. v. references aziz, i. n., & dewi, y. a. s. (2019a). the concept of language environment: a descriptive study at madrasah aliah keagamaan gresik. edukasi: jurnal pendidikan islam, 7(2), 1–23. aziz, i. n., & dewi, y. a. s. (2019b). the effect of contextual teaching and learning on students’ english grammar competance. alsuna: journal of arabic and english language, 2(2), 3. kustawan, d., & yanti, l. (2014). program pengembangan diri untuk peserta didik tunagrahita. jakarta: direktorat jendral pendidikan dasar kementerian pendidikan dan kebudayaan. panjaitan, r. a. a., & irdamurni, k. (2013). meningkatkan kemampuan toilet training melalui analisis tugas pada anak tunagrahita sedang. jurnal penelitian pendidikan khusus, 2(3). sagala, s. k., & pembelajaran, m. (2009). untuk membantu memecahkan problematika belajar dan mengajar. cet. ix. sunanto, j., takeuchi, k., & nakata, h. (2006). penelitian dengan subjek tunggal. bandung: upi pres. 344 journal of english education and technology vol. 02 no. 01, march 2021, pp. 344 352 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) the use of seamless learning strategy on student vocabulary mastery muhammad berlin al ausi1, m luthfi abdillah2 english lecturer, english department, institut keislaman abdullah faqih gresik berlindoeng@gmail.com 1 , luthfiabdillah07@gmail.com 2 abstract this study aims to see empirical evidence of the effect of unlimited learning on students' vocabulary mastery. researchers used experiments in class 1 mts darussalam gapluk purwosari bojonegoro. it aims to increase students' awareness by expanding their room from home and school to their everyday lives. seamless learning allows for continuous learning experiences in several environments, such as school or home, while seamless learning is spread across multiple environments. seamless learning is a flawless network where learning takes place anywhere and anytime. some of the benefits of using a seamless approach include: 1) students can study classes and time without limits, 2) students can study at any time, and anywhere 3) integrated learning between formal and non-formal education. based on the post-test outcome, the average post-test score was 82.6667, while the pretest average was 52000. it means that the average post-test is 52000. the score is higher than the pretest. keywords: seamless learning, vocabulary mastery. i. introduction vocabulary is one of the word expressions that should be learned. vocabulary is crucial because we can talk, distance, and listen to learn vocabulary first. lack of encouragement and most learning systems in english vocabulary also makes it difficult for students to understand and master english (wu, 2018). as a result, to help students learn english vocabulary in an ever-evolving period, teachers need to update their time and adapt it to their teaching. mobile and internet technologies help formal and informal study processes, individual and social, and physical and virtual learning environments (wong & looi, 2011), which are conducive to "boundless research-based science learning" or "boundless scientific research" (song & kong, 2014). http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:berlindoeng@gmail.com mailto:luthfiabdillah07@gmail.com 345 in this sense, educators support a paradigm change from teaching-centered teaching to instruction-centered learning. the latter approach helps learners to develop skills in the 21st century through daily learning. twenty-first-century skills include a wide variety of general skills required to overcome the daily challenges of the twentyfirst century, including analysis skills, critical thinking skills, communication skills, and teamwork skills (kong & song, 2013). good quality self-study will lead to heated communication, debate, and improved problem-solving skills(yarbrough, 2018)(hwang, lai, & wang, 2015) good quality self-study will lead to heated communication, debate, and improved problem-solving skills. as a result, in the reverse classroom process, students behave as productive learners and use expert assistance to explain relevant concepts(masriadi, 2019). this method is beneficial at this time for students to learn, particularly now that the coronavirus has not yet been resolved. school teachers should create meaningful learning experiences intended to help students understand fluently and quickly, in particular, to link what they have learned in school with what they've encountered in their everyday lives. some of the benefits of using a seamless approach include: 1) students can study classes and time without limits 2) students can study at any time, and anywhere 3) integrated learning between formal and nonformal education(hamid, setyosari, & kuswandi, 2019). ii. literature review a. seamless learning seamless learning is described as a continuous learning experience in various contexts(chan et al., 2006). it aims to enhance students' awareness by extending their room from home and school to their everyday activities (song, 2018). seamless learning allows continuous learning experience in several settings, such as school or home(milrad et al., 2013), while seamless learning is spread through various environments (toh, so, seow, chen, & looi, 2013). seamless learning is seamless networking, where learning occurs anywhere and at any time (safiah, degeng, setyosari, & ulfa, 2020). seamless learning refers to the seamless integration of the learning environment in several dimensions, including formal and informal learning contexts, individual and social learning, and the physical and virtual world (toh et al., 2013) through various processes and spaces. study (inside or outside the classroom). 346 combines the two learning models and combines the two, optimizing the benefits of each environment. it improves students' learning tasks through structured and interactive learning (l. h. wong & looi, 2011). thus, learning that utilizes seamless learning can assist students in completing assignments and learning experiences in an informal environment that impacts overall student achievement (l.-h. wong, 2013). thus formal and informal learning complements each other in achieving learning objectives. it also underlines the need to design activities both inside and outside the classroom. in addition, it allows students to apply the skills they have gained in school to daily life. the seamless learning model is continuously applied both in terms of time, location and meaning. it is important to design seamless learning by the islamic economic system to realize the learning process. it is necessary to use seamless learning to help students understand the vocabulary that is blocked by structures and spaces, and the approach will "sew" two different dividers. b. vocabulary mastery vocabulary is the cumulative number of words that students have learned to create a language of communication(kholis & aziz, 2020). the role of vocabulary in foreign language learning cannot be ignored. a rich vocabulary can help students learn english and their four fundamental skills., which involve listening, speaking, reading, and writing. the value has been demonstrated by thanh huyen & thi thu nga(rohani1 & pourgharib, 2013), who describe vocabulary as a language aspect combining four language skills, like listening, speaking, reading and writing while studying a foreign language. in addition, (hornby, gatenby, & wakefield, 1963) defines vocabulary in 3 directions, which includes (a) the total number of terms that make up the language; (b) any word that a person knows or uses in books, subjects, etc. (c) a list of words having their meaning(richards & renandya, 2002). the value of vocabulary has been noted, stating that vocabulary plays an important role in learning foreign languages and that language skills can influence how well learners speak, listen, read, and write. (utami, 2014), however, it underlines the value of vocabulary for communication by asserting that communication at the survival level can occur very intelligently when people simply put words together-without applying any grammar rules. it was once. in this sense, vocabulary is considered one of the key factors that offer a lot of power to people's 347 communication(ikhlas, 2019). therefore, vocabulary should be an integral aspect of language learning, and a great deal of focus should be placed on putting it into effect. iii. method in this exploration, the scientist used quantitative analysis that implemented a pretest plan with one pretest and post-test structure and non-randomized. (suen & ary, 1983) argues that experimental research is the only discovery approach that can evaluate the theory of cause and effect relationships. this research design would like to address classroom problems related to learning the language of instruction. the pretest was offered to the under-study before treatment. the post-test was given to the post-treatment undergraduates to find out the motivation of students and students' skills in writing descriptive texts. the design suggests that the instructor gave them a pretest before using seamless and then gave them a post-test after promoting seamless everyday use. a. population and sampling this exploration is the first grade of mts darussalam gapluk purwosari bojonegoro that consists of 30 students. b. data collection in this study, researchers used a questionnaire and pretest, and post-test. the researcher made 15 statement items related to unlimited learning in vocabulary mastery. researchers also collected information on pretest and post-test ratings. specialists give a pretest before the learning process and provide a post-test after the learning procedure is complete. c. data analysis technique after collecting the information from the questionnaire and the pretest and posttest scores, the researcher analyzed the information. the researcher used a quantitative analysis approach using a statistical method. this technique is used to consider the extraordinary distinction in vocabulary abilities of students before and after smooth learning. the researcher used the application of ibm spss statistics for windows to analyze data. in the analysis of the results, the researcher checked the normality before measuring the t-test to assess the normal distribution. iv. result this section presents the subtleties of the inquiry and the details obtained during the information analysis process. look at the mastery of vocabulary before and after using 348 seamless learning by using a t-test. before the t-test was computed, the analyst tried the normality of the details. a. pretest pretest that given to the students before applying seamless learning on vocabulary mastery. the result of the students' score in the pretest can be seen as follows: n mini mum maxi mum mean std. devia tion pretest 30 40,00 70,00 52,0000 8,469 01 valid n (listwise) 30 b. post-test post-test that is given to the students after applying seamless learning. the posttest is done to know about the final score and the differences before and after applying cooperative-project based online learning. the result of the students' score in post-test can be seen as follows: n mini mum maxi mum mean std. deviatio n posttest 30 70,00 90,00 82,6667 6,91492 valid n (listwise) 30 c. final inquiry in this study, the researcher used ttest to analyze and detect differences between pretest and post-test. paired samples statistics mean n std. deviation std. error mean pair 1 pretest 52,0000 30 8,46901 1,54622 posttest 82,6667 30 6,91492 1,26249 the pretest and post-test speaking scores are shown in the table to react to the purpose of this report. referring to table 1, 30 students participated in this study. the results show that the student's average pretest score is 52,0000, and the average post-test score is 82.6667. as shown in table 1, the statistical analysis results show that there are significant differences between preand post-test scores. the findings support 349 the hypothesis that "the effect of seamless learning on vocabulary mastery." paired differences t df sig . (2tail ed) mea n std. devi ation std. error mea n 95% confidence interval of the difference lower upp er pair 1 pret est post test 30,66 667 10,14 833 1,852 82 34,456 11 26,87 722 16,55 1 29 ,00 0 from the table, the value to be considered (sig. 2 followed) is 0.000, the value <0.05, then the critical value and the value obtained is -16,551 at the fundamental level of 0.05 and the level of opportunity 34. it indicates there is something to be considered in seamless learning. (field, 2004)explains, "if the value is less than 0,05, the mean of the two conditions is substantially different." v. discussions concerning research conducted in the first grade of mts darussalam gapluk purwosari bojonegoro, it is considered that there is a major difference between student vocabulary mastery taught using seamless learning and those taught not using seamless learning. based on the findings of the posttest estimate, the average post-test score was 82.6667, while the pretest average was 52000. it means that the post-test average score is higher than the pretest. researchers have found that there was a major impact of smooth learning on vocabulary mastery. it can be seen from the test hypothesis that indicates the existence of sig. (2 tailed) 0.000 lower than the 0.05 degree of importance. it means that ha is welcomed while ho is denied. vi. conclusion based on the results of the research and discussion mentioned, it can be concluded that there are differences in vocabulary learning among students. it appears to be shown that the significant value (sig. 2 tailed) is 0.000, the value is <0.05, so it is significant. as seen from the post-test results, most students are more advanced in their learning process—proven evidence in the table indicating good outcomes. the findings have shown that seamless learning can enhance learning outcomes. it is consistent with the findings of research conducted by (song & kong, 2014)which 350 show that learning experiences using seamless learning can improve learning outcomes. furthermore, seamless learning is also successful in enhancing field observation efficiency(hung, hwang, lin, wu, & su, 2013). there is a consistency of learning experiences in different situations or environments of smooth learning. seamless learning architecture tends to affect awareness of the student's overall progress(l.-h. wong, 2013). informal learning allows the group to assist in the teaching of digital social skills of students. when in social interaction, students appear to gain a deeper understanding of the concepts taught(alcántara, 2014) interviews with students and the community on the benefits of using mobile/cellular technologies were performed in the design of informal learning (l.-h. wong, 2013). cell phones are designed to meet users' needs and across formal and informal boundaries (impedovo, 2011). there are many benefits associated with mobile devices, such as portability, timeliness, independence, and encouragement to learn(zakaria, abas, masrom, mohdali, & mohamed, 2019). there are two features of cellular learning: 1) the ability to take place in a mobile environment and 2) the ability to recreate student learning skills(l.-h. wong, 2013). vii. reverences alcántara, j. e. (2014). essentials of online course design: a standards‐based guide. by marjorievai and kristensosulski. new york, ny: routledge press, 2011. 204 pages. isbn 978‐0‐415‐87300‐0. $34.95. teaching theology & religion, 1(17), 88–89. chan, t.-w., roschelle, j., hsi, s., kinshuk, sharples, m., brown, t., … norris, c. (2006). one-to-one technologyenhanced learning: an opportunity for global research collaboration. research and practice in technology enhanced learning, 1(01), 3–29. field, a. p. (2004). discovering statistics using spss. sage, london. discovering statistics using spss. 2nd ed. sage, london. hamid, a., setyosari, p., & kuswandi, d. (2019). the implementation of mobile seamless learning strategy in mastering students' concepts for elementary school, 7(december), 967– 982. hornby, a. s., gatenby, e. v., & wakefield, h. (1963). the advanced learner s dictionary of current english. hung, p.-h., hwang, g.-j., lin, y.-f., wu, t.-h., & su, i.-h. (2013). seamless connection between learning and assessment-applying progressive learning tasks in mobile ecology inquiry. journal of educational technology & society, 16(1), 194–205. hwang, g.-j., lai, c.-l., & wang, s.-y. (2015). seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. journal of computers in 351 education, 2(4), 449–473. https://doi.org/10.1007/s40692-0150043-0 ikhlas, m. (2019). perancangan dan implementasi multimedia interaktif berbasis android pada mata pelajaran ipa di sekolah menengah atas. indonesian journal of instructional media and model, 1(2). impedovo, m. (2011). mobile learning and activity theory. journal of e-learning and knowledge society, 7(2), 103–109. kholis, m., & aziz, i. n. (2020). the effect of project-based learning on students vocabulary achievement at second grade of islamic junior high school. jeet, journal of english education and technology, 1(01), 1–19. retrieved from http://jeet.fkdp.or.id/index.php/jeet/art icle/view/1 kong, s. c., & song, y. (2013). a principlebased pedagogical design framework for developing constructivist learning in a seamless learning environment: a teacher development model for learning and teaching in digital classrooms. british journal of educational technology, 44(6), 209–212. https://doi.org/10.1111/bjet.12073 masriadi, m. (2019). perancangan multimedia pembelajaran mesin mobil menggunakan software adobe flash untuk siswa sekolah menengah kejuruan. indonesian journal of instructional media and model, 1(1). milrad, m., wong, l.-h., sharples, m., hwang, g.-j., looi, c.-k., & ogata, h. (2013). seamless learning: an international perspective on nextgeneration technology-enhanced learning. richards, j. c., & renandya, w. a. (2002). methodology in language teaching: an anthology of current practice. cambridge university press. rohani1, m., & pourgharib, b. (2013). the effect of games on learning vocabulary. safiah, i., degeng, i. n. s., setyosari, p., & ulfa, s. (2020). design and development of seamless learning to improving learning outcome of islamic economic course: a case study in indonesia. journal of e-learning and knowledge society, 16(3), 60–67. song, y. (2018). improving primary students' collaborative problem solving competency in project-based science learning with productive failure instructional design in a seamless learning environment. educational technology research and development, 66(4), 979–1008. song, y., & kong, s. c. (2014). going beyond textbooks: a study on seamless science inquiry in an upper primary class. educational media international, 51(3), 226–236. https://doi.org/10.1080/09523987.2014.9 68450 toh, y., so, h.-j., seow, p., chen, w., & looi, c.-k. (2013). seamless learning in the mobile age: a theoretical and methodological discussion on using cooperative inquiry to study digital kids on-the-move. learning, media and technology, 38(3), 301–318. utami, y. s. (2014). student vocabulary mastery using crossword puzzles for grade vii of smp n 2 srandakan in the academic year of 2013/2014. yogyakarta state university. wong, l.-h. (2013). analysis of students' after-school mobile-assisted artifact 352 creation processes in a seamless language learning environment. journal of educational technology & society, 16(2), 198–211. wong, l. h., & looi, c. k. (2011). what seams do we remove in mobile-assisted seamless learning? a critical review of the literature. computers and education, 57(4), 2364–2381. https://doi.org/10.1016/j.compedu.2011.0 6.007 wu, t. t. (2018). improving the effectiveness of english vocabulary review by integrating arcs with mobile game-based learning. journal of computer assisted learning, 34(3), 315– 323. https://doi.org/10.1111/jcal.12244 yarbrough, j. r. (2018). wiki based dynamic quizzes: a bridge between online students and instructors? journal of instructional pedagogies, 20, 1–39. zakaria, w. n. w., abas, h., masrom, m., mohdali, r., & mohamed, n. n. n. (2019). development of self-learning economics app for secondary school students in malaysia based on information processing model. tem journal, 8(3), 908. 429 journal of english education and technology vol. 02 no. 03, october 2021, pp. 429 435 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) the use of problem-based at the ushulul fiqih at pesantren al-ibrohimi manyar gresik abdul fattah institut keislaman abdullah faqih gresik abdoelfattah89@gmail.com abstract this article discusses the implementation of problem-based learning (pbl) in fiqih learning at the ushulul hikmah al-ibrohimi manyar gresik islamic boarding school. this study was conducted to find out the advantages of pbl in fiqh learning and to know the paradigm shift and support needed to implement pbl effectively. studies show that pbl has an advantage over conventional approaches and can help students to understand the concept of fiqih more actively and have higher motivation. however, a paradigm shift and support from teachers and education systems is necessary to implement pbl effectively. thus, the implementation of pbl in fiqh learning in islamic boarding schools is a good solution to increase the effectiveness of fiqih learning and help students understand the concept of fiqih in more depth. keywords: pbl, ushulul fiqih, pesantren. http://jeet.fkdp.or.id/index.php/jeet/issue/current http://jeet.fkdp.or.id/index.php/jeet/issue/current http://jeet.fkdp.or.id/index.php/jeet/issue/current http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 http://u.lipi.go.id/1580741566 http://u.lipi.go.id/1580741566 http://u.lipi.go.id/1580741566 http://u.lipi.go.id/1580741566 http://u.lipi.go.id/1580741566 http://u.lipi.go.id/1580741566 http://u.lipi.go.id/1580741566 http://u.lipi.go.id/1580741566 http://u.lipi.go.id/1580741566 http://u.lipi.go.id/1580741566 430 i. introduction pendidikan merupakan hal yang sangat penting bagi perkembangan seseorang. dalam hal ini, pendidikan agama memegang peran yang sangat besar dalam membentuk akhlak dan sikap seseorang. pondok pesantren merupakan salah satu lembaga pendidikan islam tradisional yang masih populer hingga saat ini. fiqih adalah ilmu yang mempelajari hukum islam dalam hal-hal kehidupan sehari-hari. dalam kehidupan muslim, fiqih sangat penting dan merupakan salah satu dasar dalam memahami dan melaksanakan hukum islam. oleh karena itu, pembelajaran fiqih sangat penting dan harus dilakukan sejak dini. pembelajaran fiqih memegang peranan penting dalam pendidikan di pondok pesantren, namun metode pembelajaran yang monoton dan hanya berfokus pada hafalan membuat santri kurang terlibat secara aktif dalam proses belajar. oleh karena itu, perlu adanya solusi untuk meningkatkan efektivitas dan kualitas pembelajaran fiqih di pondok pesantren.(zali, 2022, p. 12) pembelajaran fiqih juga sangat urgensi dalam membekali santri dengan ilmu yang dibutuhkan dalam menjalani kehidupan sehari-hari sebagai muslim. karena pentingnya pembelajaran fiqih, maka dibutuhkan pendekatan yang efektif dan inovatif dalam pembelajaran fiqih di pondok pesantren. salah satu pendekatan yang dapat digunakan adalah problem based learning (pbl).(usman, a., n.d., p. 5) pembelajaran berbasis masalah (problembased learning/pbl) merupakan salah satu metode pembelajaran yang dapat menjadi solusi untuk meningkatkan efektivitas dan kualitas pembelajaran fiqih di pondok pesantren. pbl memfokuskan pada pemecahan masalah yang relevan dengan situasi dunia nyata, sehingga santri dapat memahami konsep fiqih secara mendalam dan mengaplikasikannya pada situasi nyata.(ismail, 2022, p. 8) pendekatan pbl merupakan pendekatan pembelajaran yang memfokuskan pada pemecahan masalah dan membantu santri dalam memahami konsep secara lebih mendalam. dengan demikian, urgensi pembelajaran fiqih dan pentingnya pendekatan yang efektif dan inovatif memicu dilakukannya penelitian tentang implementasi pbl dalam pembelajaran fiqih di pondok pesantren. penelitian ini bertujuan untuk mengetahui sejauh mana implementasi pbl dalam pembelajaran fiqih di pondok pesantren dapat membantu santri dalam memahami konsep fiqih secara lebih baik dan efektif. 431 literatur review pembelajaran berbasis masalah (problem-based learning/pbl) merupakan metode pembelajaran yang menekankan pada pemecahan masalah yang relevan dengan situasi dunia nyata.(fatonah, 2022) metode ini berfokus pada aktivitas belajar siswa dan meningkatkan kemampuan siswa dalam memecahkan masalah melalui proses pembelajaran. pbl menggunakan masalah sebagai titik awal pembelajaran, dimana siswa akan bekerja sama untuk menemukan solusi dari masalah tersebut. melalui proses ini, siswa dapat memahami konsep dan prinsip pembelajaran secara mendalam dan mengaplikasikannya pada situasi nyata. implementasi pbl dalam pembelajaran fiqih di pondok pesantren akan membantu santri memahami konsep fiqih secara lebih mendalam dan mengaplikasikannya pada situasi dunia nyata. selain itu, metode ini juga akan membantu santri untuk berfikir kreatif dan inovatif dalam mengatasi masalah sehari-hari. 1 namun, perubahan paradigma dari guru dan sistem pendidikan diperlukan untuk menerapkan pbl dalam 1 hidayat, r. (2019). "efektivitas pembelajaran dengan metode pbl di madrasah aliyah". jurnal pendidikan agama islam, vol. 7, no. 1, hal. 78-85. pembelajaran fiqih di pondok pesantren. guru harus memiliki kemampuan dalam menyusun masalah yang relevan dan mengelola proses pembelajaran yang efektif. sistem pendidikan juga harus mendukung penerapan pbl dengan memberikan waktu yang cukup dan sumber daya yang diperlukan. 2 dengan demikian, penggunaan pbl dalam pembelajaran fiqih di pondok pesantren dapat menjadi solusi untuk meningkatkan efektivitas dan kualitas pembelajaran. artikel ini akan memberikan gambaran mengenai bagaimana pbl diterapkan dalam pembelajaran fiqih di pondok pesantren dan dampak yang dapat ditimbulkan dari penggunaan metode ini. metode penelitian untuk membahas mengenai penggunaan pbl dalam pembelajaran fiqih di pondok pesantren, metode penelitian yang digunakan dalam artikel ini adalah studi literature. studi literature adalah metode penelitian yang melibatkan kajian dan analisis terhadap literatur dan sumbersumber lain yang relevan dengan topik penelitian. studi literature ini 2 suyanto, b. (2018). "pembelajaran fiqih dengan pendekatan pbl". jurnal ilmiah pendidikan agama islam, vol. 4, no. 2, hal. 45-52. 432 dilakukan dengan mengumpulkan dan menganalisis sumber-sumber seperti buku, jurnal, makalah, dan lainnya yang berhubungan dengan pbl dan pendidikan fiqih di pondok pesantren. informasi yang diperoleh dari sumber-sumber tersebut kemudian dianalisis dan diolah untuk memperoleh gambaran mengenai implementasi pbl dalam pembelajaran fiqih di pondok pesantren.3 metode penelitian ini dipilih karena memungkinkan penulis untuk memperoleh informasi dan data yang komprehensif dan terperinci mengenai penggunaan pbl dalam pembelajaran fiqih di pondok pesantren. studi literature ini juga membantu penulis untuk memperoleh pandangan dan analisis para ahli mengenai topik yang dibahas. dengan demikian, metode penelitian studi literature sangat cocok untuk membahas mengenai penggunaan pbl dalam pembelajaran fiqih di pondok pesantren karena memungkinkan penulis untuk memperoleh informasi dan analisis yang komprehensif dan terperinci. discussing setelah melakukan studi literature dan analisis terhadap sumber-sumber yang 3 rahman, a. (2020). "penerapan pendekatan saintifik dalam pembelajaran fiqih di madrasah relevan, hasil temuan dalam penelitian mengenai penggunaan pbl dalam pembelajaran fiqih di pondok pesantren adalah sebagai berikut: a. peningkatan kemampuan berfikir kreatif dan inovatif: implementasi pbl dalam pembelajaran fiqih di pondok pesantren membantu santri untuk berfikir kreatif dan inovatif dalam mengatasi masalah seharihari. b. peningkatan kemampuan pemecahan masalah: melalui pbl, santri belajar untuk memecahkan masalah secara efektif dan mengaplikasikan konsep fiqih dalam situasi nyata. c. peningkatan motivasi belajar: implementasi pbl dalam pembelajaran fiqih di pondok pesantren dapat meningkatkan motivasi belajar santri karena mereka belajar melalui aktivitas yang relevan dan memiliki dampak pada situasi dunia nyata. d. peningkatan kemampuan 433 berkolaborasi: pbl membutuhkan kerjasama siswa dalam pemecahan masalah, sehingga membantu santri aliyah". jurnal ilmu tarbiyah dan keguruan, vol. 25, no. 3, hal. 234-243. untuk belajar bekerjasama dan berkoordinasi dengan teman sebaya. e. perubahan paradigma guru dan sistem pendidikan: implementasi pbl dalam pembelajaran fiqih di pondok pesantren memerlukan perubahan paradigma dari guru dan sistem pendidikan. guru harus memiliki kemampuan dalam menyusun masalah yang relevan dan mengelola proses pembelajaran yang efektif. sistem pendidikan juga harus mendukung penerapan pbl dengan memberikan waktu yang cukup dan sumber daya yang diperlukan.4 dengan demikian, hasil temuan dalam penelitian menunjukkan bahwa implementasi pbl dalam pembelajaran fiqih di pondok pesantren dapat membantu santri untuk memahami konsep fiqih secara 4 hasanah, u. (2019). "inovasi pembelajaran fiqih melalui pendekatan kontekstual". jurnal ilmiah pendidikan agama islam, vol. 5, no. 4, hal. 201-208. lebih mendalam dan memiliki kemampuan dalam mengatasi masalah sehari-hari. namun, perubahan paradigma dan dukungan dari guru dan sistem pendidikan diperlukan untuk menerapkan pbl secara efektif dalam pembelajaran fiqih di pondok pesantren.5 hasil temuan di atas diperkuat dengan adanya analisa ilmiah yang telah dilakukan, dimana dari analisa tersebut dihasilkan bahwa: a. relevansi dengan teori pembelajaran: implementasi pbl dalam pembelajaran fiqih di pondok pesantren relevan dengan teori pembelajaran yang berfokus pada pengalaman belajar dan aktivitas yang relevan. pbl membantu santri untuk memahami konsep fiqih melalui pemecahan masalah dalam situasi dunia nyata.6 b. keunggulan pbl dibandingkan dengan pendekatan konvensional: studi ini menunjukkan bahwa implementasi pbl dalam 5 muhaimin, a. (2017). "pembelajaran fiqih dengan metode team assisted individualization 6 arief, d. (2017). "analisis implementasi pbl dalam pembelajaran fiqih di sma". jurnal pendidikan islam, vol. 2, no. 3, hal. 167-174. 434 pembelajaran fiqih di pondok pesantren memiliki keunggulan dibandingkan dengan pendekatan konvensional. santri belajar dengan lebih aktif dan memiliki motivasi (tai)". jurnal ilmu tarbiyah dan keguruan, vol. 22, no. 1, hal. 75-82. yang lebih tinggi dalam belajar fiqih melalui pbl. c. perlunya perubahan paradigma dan dukungan: studi ini juga menunjukkan bahwa perubahan paradigma dari guru dan sistem pendidikan diperlukan untuk menerapkan pbl secara efektif dalam pembelajaran fiqih di pondok pesantren. guru harus memiliki kemampuan dalam menyusun masalah yang relevan dan mengelola proses pembelajaran yang efektif. sistem pendidikan juga harus mendukung penerapan pbl dengan memberikan waktu yang cukup dan sumber daya yang diperlukan.7 dengan demikian, kajian analisa ilmiah menunjukkan bahwa implementasi 7 junaidi, m. (2018). "strategi pembelajaran fiqih berbasis multiple intelligence". jurnal pbl dalam pembelajaran fiqih di pondok pesantren dapat meningkatkan efektivitas pembelajaran fiqih dan membantu santri untuk memahami konsep fiqih secara lebih mendalam. perubahan paradigma dan dukungan dari guru dan sistem pendidikan diperlukan untuk menerapkan pbl secara efektif. conclusion berdasarkan temuan dan analisa yang dilakukan, ditemukan beberapa kesimpulan bahwa: a. implementasi pbl dalam pembelajaran fiqih di pondok pesantren memberikan keunggulan dibandingkan dengan pendekatan konvensional. b. pbl membantu santri untuk memahami konsep fiqih dengan lebih aktif dan memiliki motivasi yang lebih tinggi. c. perubahan paradigma dan dukungan dari guru dan sistem pendidikan diperlukan untuk menerapkan pbl secara efektif. d. implementasi pbl dalam pembelajaran fiqih dapat pendidikan agama islam, vol. 6, no. 2, hal. 124-131. 435 meningkatkan efektivitas pembelajaran fiqih. dengan demikian, dapat disimpulkan bahwa implementasi pbl dalam pembelajaran fiqih di pondok pesantren merupakan solusi yang baik untuk meningkatkan efektivitas pembelajaran fiqih dan membantu santri memahami konsep fiqih secara lebih mendalam. namun, perubahan paradigma dan dukungan dari guru dan sistem pendidikan diperlukan untuk menerapkan pbl secara efektif. referensi fatonah, s. (2022). penerapan model pembelajaran berbasis masalah (pbl) dengan media lkpd dalam meningkatkan hasil belajar fiqih kelas vii a mts al-hidayah candikuning. gurutta: journal of learning, teaching, and instruction, 2(1), article 1. ismail, m. (2022). implementasi pembelajaran fiqih melalui kitab klasik dalam melestarikan budaya pesantren di ma model zainul hasan genggong probolinggo. jurnal mu’allim. https://jurnal.yudharta.ac.id/v2/inde x.php/muallim/article/view/3241 usman, a. (n.d.). implementasi pbl dalam pembelajaran fiqih di pondok pesantren: sebuah kajian. jurnal pendidikan islam, 5. no. 2, 123– 130. zali, m. (2022). metode pembelajaran fiqih dalam memudahkan pemahaman hukum islam. educate: jurnal ilmu pendidikan dan pengajaran. https://ejurnalilmiah.com/index.php /educate/article/view/351 49 journal of english education and technology vol. 01 no. 01, march 2020, pp. 4961 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) the effectiveness of speed reading as technique in teaching reading comprehension of tenth grade at ma. sunan cendana madura lailatul qomariah1, rahmat efendi2 students of institut keislaman abdullah faqih gresik1 english language department, faculty of tarbiyah, institut keislaman abdullah faqih gresik2 laitatulqomariyah@gmail.com1, rahmatefendi.inkafa@gmail.com2 abstract the objective of the research is to know the students’ achievement using speed reading technique in teaching reading comprehension. the research is carried out at ma sunan cendana madura. the method nonrandomized experimental study and the number of experimental class is 22 and 23 for control class. the researcher uses ancova (analysis of covariance. the result shows that the pretest average score of each group is different. the pretest score of experimental group is 61.36 and control group is 44.35. then, the posttest average score of the experimental group is 87,27 and the control group is 56,52. it is found that the value of f is 33,18. it is found that f critical with df 43 at 0.01 level of significance to 7,08. it means that f value is higher than f critical score. the result of data analysis above shows that: (1) speed reading technique is more effective than the conventional technique on reading comprehension. keywords: teaching reading comprehension, speed reading i. introduction reading comprehension is the ability to read text, process it and understand its meaning. an individual's ability to comprehend text is influenced by their traits and skills, one of which is the ability to make inferences. if word recognition is difficult, students use too much of their processing capacity to read individual words, which interferes with their ability to comprehend what is read. there are a number of approaches to improve reading http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:laitatulqomariyah@gmail.com mailto:rahmatefendi.inkafa@gmail.com 50 comprehension, including improving one's vocabulary and reading strategies. the speed reading is use greatly for the rest of life. it will help the students to rise up “deep intelligence” and it will give a great benefit in the end of language studies. the capability of good reading is a technique to change slow, eyes movement while reading; it also changes their low comprehension or understanding in reading. speed reading can be an inspiration technique to teach the students whom still low in reading comprehension. especially for the students’ at tenth grade of ma sunan cendana madura which has some problem in their reading ability. based on the observation with the tenth grade of senior high school students in the class , the researcher found that some students dislike to read english lesson and some text that translate by english language because students’ feel that english is not important and less to comprehend the text when the teacher explain. many students see speed reading as the easy answer to the ever growing pile of texts, reference and resource’s papers which “must be read” let’s clear up some popular misconception right from the start.” speed reading is not the definitive answer to the most academic survival problems and even if it were, it certainly is not an easy skill to obtain or practice (torppa, georgiou, salmi, eklund, & lyytinen, 2012). there are a lot of advantages that will received by students in using of speed reading such as, being able to assimilate all the information in short time. they can finish their work fast (roy-charland, perron, turgeon, hoffman, & chamberland, 2016). here, it is clear that speed reading can help students to make their reading is better. in fact, the student’s score in ma sunan cendana madura are still low especially on tenth grade. the goal of researcher applies of speed reading technique for students to be more understanding and comprehend the material that taught by teacher. and the students will be more quickly comprehend the materials that given by teacher. teaching english at tenth grade of senior high school is not easy task. teacher usually still use speech method in teaching reading comprehension. it can make the students get bored and tired. therefore, the teachers of senior high school should teach the reading comprehension, through more an effective by using speed reading as technique in teaching reading comprehension. students are hoped fell more interested and pay more attention to the teacher. in learning english, students should be able to master four skills of english, they are speaking, reading, writing, and listening. 51 speed reading is one of technique to read fastly by two ways, its from scanning and skimming the students be able to spend their time more effective to read some text or many information. according to the researcher’s observation, the students’ reading skill of seventh grade students of ma sunan cendana madura which has some problem such as slow in comprehend the text and spend their time too long when the teacher explain. they still have difficulties in understanding the text, so researcher wants to conduct a research with a title the effectiveness speed reading as technique in teaching reading comprehension at seventh grade of ma sunan cendana madura. ii. literature review a. the nature of reading reading is the receptive skill in the written mode. it can develop independently of listening and speaking, but often develops along with them, especially in societies with a highly developed literary tradition (nsw, 2017). reading can help build vocabulary that helps listening comprehension at the later stages particularly (share, 2008). reading is the ability to draw meaning from the printed page and interpret this information appropriately (babapour, ahangari, & ahour, 2019). it makes the reader get new information accurately and get new knowledge. in this research, definition meaning above make the student understands about the content of the text then they can apply to do assessment. “reading is a construction of meaning from text. it is an active, cognitive, and effective process (liebfreund & conradi, 2016). when teacher give a kind of the text, student can apply their knowledge based on the knowledge which they accept after read the text” moreover, reading is the same sort of activity as listening, and the only specific aspect of reading that we need to concern ourselves with as testers is the process of transformation from print to speech (sheriston, critten, & jones, 2016). after reading something we should understand about the context and not only read it. if there is someone who read aloud. it makes us know about the content of the text, so it will help us to understand about the content of text. the reading comprehension strategy instruction in edge provides adolescents rich and meaningful opportunities to take control of their reading . it shows youth that reading proficiently is not a matter of being innately smart but, in part, a matter of applying appropriate strategies. 52 reading comprehension is the ability to read text, process it and understand its meaning. an individual's ability to comprehend text is influenced by their traits and skills, one of which is the ability to make inferences. if word recognition is difficult, students use too much of their processing capacity to read individual words, which interferes with their ability to comprehend what is read. there are a number of approaches to improve reading comprehension, including improving one's vocabulary and reading strategies. reading comprehension is defined as the level of understanding of a text/message. this understanding comes from the interaction between the words that are written and how they trigger knowledge outside the text/message. comprehension is a "creative, multifaceted process" dependent upon four language skills: phonology, syntax, semantics, and pragmatics (tompkins, 2014). proficient reading depends on the ability to recognize words quickly and effortlessly (aziz & dewi, 2019). it is also determined by an individual's cognitive development (sheriston et al., 2016), which is "the construction of thought processes". some people learn through education or instruction and others through direct experiences. there are specific traits that determine how successfully an individual will comprehend text, including prior knowledge about the subject, well developed language, and the ability to make inferences. having the skill to monitor comprehension is a factor: "why is this important?" and "do i need to read the entire text?" are examples. lastly, is the ability to be self-correcting to solve comprehension problems as they arise? reading comprehension involves two levels of processing, shallow (low-level) processing and deep (high-level) processing. deep processing involves semantic processing, which happens when we encode the meaning of a word and relate it to similar words. shallow processing involves structural and phonemic recognition, the processing of sentence and word structure and their associated sounds. comprehension levels can now be observed through the use of a fmri, functional magnetic resonance imaging. fmris' are used to determine the specific neural pathways of activation across two conditions, narrative-level comprehension and sentence-level comprehension. images showed that there was less brain region activation during sentence-level comprehension, suggesting a shared reliance with comprehension pathways. the scans also showed an enhanced temporal https://en.wikipedia.org/wiki/theoretical_linguistics https://en.wikipedia.org/wiki/theoretical_linguistics https://en.wikipedia.org/wiki/phonology https://en.wikipedia.org/wiki/pragmatics https://en.wikipedia.org/wiki/levels_of_processing https://en.wikipedia.org/wiki/levels_of_processing https://en.wikipedia.org/wiki/semantic 53 activation during narrative levels tests indicating this approach activates situation and spatial processing (kim et al., 2017). reading comprehension and vocabulary are inextricably linked. the ability to decode or identify and pronounce words is self-evidently important, but knowing what the words mean has a major and direct effect on knowing what any specific passage means. students with a smaller vocabulary than other students comprehend less of what they read and it has been suggested that the most impactful way to improve comprehension is to improve vocabulary. most words are learned gradually through a wide variety of environments: television, books, and conversations. some words are more complex and difficult to learn, such as homonyms, words that have multiple meanings and those with figurative meanings, like idioms, similes, and metaphors. iii. method the researcher observed the students of tenth grade of ma sunan cendana madura uses quasi-experimental nonrandomized pretest and posttest design which is planned and carried out the relevant hypotheses. the researcher achieves the complete control over potential confounding variables that can be threats to internal validity of this study. a. participants the participants of this research are tenth-grade students of ma sunan cendana madura. two parallel classes as the samples, xa and xb class. b. instrument the instrument are pre-test and posttest based on adjusted topic curriculum. but, before giving the tests, the test validity and reliability are needed. the tryout was done at tenth-grade of ma. mambaus sholihin manyar gresik. iv. result and discussion the researcher finds that the average score of each group iss different. the pretest score of experimental group iss 61,36 and control group is 44,35. from the data analysis, the researcher finds the difference average score between the two groups. the experimental group get 87,27; whereas, the control group get 56,52. sst = ∑x2 n x 2 )( = 247.000 – (3220) 45 2 =247.000 45 10368400 https://en.wikipedia.org/wiki/simile https://en.wikipedia.org/wiki/metaphor 54 =247.000– 230408.89 = 16591.11 ssb = n x n x n x 2 2 2 2 1 2 1 )()()(  −+ = 45 3220 23 1300 22 1920 222 −      + = 45 10368400 23 000.1690 22 3686400 −      + =   89.23040826.7347864.167563 −+ = 241041.9 – 230408.89 = 10633.01 ssw = sst-ssb = 16591.11 – 10633.01 = 5958.1 msb = 1−k ssb = 12 01.10633 − = 1 01.10633 = 10633.01 msw = kn ssw − = 245 1.5958 − = 43 1.5958 = 138.56 dfb = k-1 =2-1 =1 dfw = n-k = 45-2 =43 from the result of anova, it was found that the value of sum of squares deviation of each score from the grand mean (sst) was 16591.11 the sum of squares between groups (ssb) was 10633.01. the sum squares within groups (ssw) was 5958.1 the mean square between groups (msb) was 10633.01. the mean square within group (msw) was 138.56. then the next step was the analysis of correlation. it was the correlation analysis between covariate data variable and dependent variable for the entire subject (rt) and each group (rk). the complete analysis was done below: sx1 = 2 1 1 2 1 x n x −  55 = 2 )27.87( 22 000.170 − = 05.7616 22 000.170 − = 05.761627.7727 − = 22.111 = 10.55 sy1 = 2 1 1 2 1 y n y −  = 2 )36.61( 22 84300 − = 05.37650 22 84300 − = 05.376582.3831 − = 77.66 = 8.17 r1 = 11 11 1 11 .sysx yx n yx −  = )17.8).(55.10( )36.61).(27.87( 22 118900 − = 19.86 89.535455.5404 − = 19.86 66.49 = 0.58 2. sx2 = 2 2 2 2 2 x n x −  = 2 )51.3194( 23 77000 − = 51.3194 22 77000 − = 51.319483.3347 − = 32.153 = 12.32 sy2 = 2 2 2 2 2 y n y −  = 2 )35.44( 23 49200 − = 92.1966 23 49200 − = 92.196613.2139 − = 21.172 = 13.12 r2 = 2.2 22 2 22 sysx yx n yx −  56 = )12.13).(38.12( )35.44).(52.56( 23 59600 − = 43.162 67.250630.2591 − = 43.162 64.84 = 0.52 sx = 2 2 x n x −  = 2 )56.71( 45 000.247 − = 83.5120 45 000.247 − = 83.51205488189 − = 83.512006.368 − = 19.18 sy = 2 2 y n y −  = 2 )67.52( 45 133500 − = 13.2774 45 133500 − = 13.277467.2966 − = 54.192 = 13.88 rt = sysx yx n xy . −  = )88.13).(18.19( )67.52).(56.71( 45 178500 − = 22.266 07.3769 45 178500 − = 22.266 07.376967.3966 − = 22.266 6.197 = 0.74 the result showed that the value of (rt) was 0.74, the value of (rk) which was grouped in (r1) was 0.58 and (r2) was 0.52. then the researcher put in the values of sst, ssw, ssb, msw, and msb from annova by losing the influence of covariate variable on dependent variable with the following calculation: ss`t = sst (1-rt2) = 16591.11(10.742) = 16591.11 (1-0.55) = (16591.11). (0.45) = 7465.99 ss`w = ssw (1-rw2) 57 = 5958.1 (1-rw2) rw = 2 21 rr + = 2 52.058.0 + = 2 1.1 = 0.55 ss`w = 5958.1 (1-0.552) = 5958.1 (10.30) = (5958.1). (0.7) = 4170.67 ss`b = ss`t-ss`w = 7465.99-4170.67 = 3295.32 ms`b = 1 ` −k bss = 2 3295.32 = 3295.32 ms`w = 1 ` −− kn wss = 42 4170.67 = 99.30 f = wms bms ` ` = 99.30 3295.32 = 33.18 the findings were that the value of ss`t was 7465.99, the value of ss`w was 4170.67, the value of ss`b was 3295.32, the value of ms`w was 99.30, and the value of ms`b was 3295.32. the last step was testing the hypothesis. from several calculations above, it was found out that the value of f was 33.18. after checking out in the table, it was found that f critical with df 44 at 0.01 level of significance was 7.08. it means that f value was higher than f critical. the analysis of covariance with pretest as covariate was listed below: table 1 summary of ancova with pretest as covariate source of variance ss` df m s` f leve l of signi fica nce 58 between group 3295. 3 1 32 95. 3 33.1 8 0.01 within group 4170. 6 43 99. 30 total 7465. 99 based on what had been stated above, the researcher concluded that there was a significant difference on students` english reading comprehension taught by using speed reading technique and those taught by using conventional teaching. it means that the null hypothesis was rejected and the research hypothesis was accepted. from the explanation above, it could be said that teaching english using speed reading technique is more effective than using conventional teaching. discussion in this section, the researcher discussed further about the reseach findings. in correlation with the reseacrh problem. the finding showed that there was a significant difference on the english reading comprehension between students who were taught by using speed reading technique and who were taught by using conventional teaching. there were several interpratative reasons to explain this matter. first, it might be related to the students` initial differences in the two groups. those were the differences on the students` ability based on the pretest scores. it was obviously known that both groups had distintive ability that an experimental group had better knowledge than the control group. it was proven from the result of pretest average scores stating the experimental group got higher result than the control group. another reason was the difference procedure in teaching learning process the experimental group used student-centered approach and the control group focused on the teacher-centered approach. during the process of the study, the researcher knew that the students in the experimental group were enthusiastic to study more about english, they tried to build their selfconfidence .the researcher provided chance for student to get involved in learning process, and then managed their activities and controlled them. it was related to one of the procedure of speed reading technique which the students involved in the discussion in a group to find and share the problem in the lesson that was considered difficult by them. 59 on the other hand, the procedures in the control group were assumed as boring and uninteresting. some of the students were bored, talking and joking with their friend, sleepy, lazy, playing their pens, and they were lost their consentration when the learning and teaching were processing. it caused their main attention was directed on the explanation of the teacher. unfortunately, the students could not develop and pervade their learning interest in learning english reading. those happened because their activities were controlled and dictated by the teacher. so, they could not improve their learning activities well. the classroom activities were adapted to the learning process. in this study, the learning material was taken from the student’s handbook (lks) and other sources. the activity of the experimental group was based on the other sources that were interesting to discuss. one of the interesting activities of the experimental group was that they were given authentic material from the teacher. in this case the students were gave a text which made based on students’ hand book. the teacher introduced the narrative text. then, the teacher broke up the text and the teacher dialed the text with new language. then, the teacher applied the skimming and scanning to the text. so, the students were ordered to ask and answer the topic about the text. next, the teacher divided students into four groups. there, the teacher asked two students of each group to read and translate the text in front of the class speedily and they had to understand it well. after it, the teacher asked other groups to submit some questions to the presenting group. the last, the students concluded the material that had been discussed while in the control group, the learning processes were referred to the handbook. in the learning process, the students were focused on the topics on their handbook and directed toward the explanation of the teacher. may some of them more dominant and participative in the learning process, but most of them were passive in the learning activitiest that were given. stanley (1994) said that speed reading is very good technique, whether young or old and regardless of our profession, being able to read and comprehend as quickly as possible is an incredibly useful skill. like any other competence however the reading improves with the practice. the finding showed that both group had significant difference. it could be said that experimental group was better than control group. the fact was known from the materials and activities used in experimental 60 group that support students interest to learn more about english reading. meanwhile. it was really different from the activities of control group that could not effective because the activities was dominated on the teacher modeling and drilling. finally, teaching english reading by using speed reading technique is more effective as interested activities, because speed reading technique is a multipurpose and simple technique to improve students' reading comprehension. it also made students active and cooperative with their friends to find the problem solutions. so that, they can increase their reading ability well. v. conclusion based on the data analysis, the research finding is concluded that speed reading technique is more effective than the conventional technique to teach reading comprehension for the students of tenth grade of ma sunan cendana madura. then, although this research was finished successfully, but there are some deficiencies of this research which become the evaluation for the researcher, they are as follows: 1. the reference books which the researcher got was too limited. so, the theoretical review of this research was felt far of a perfect paper. 2. the treatments of teaching reading comprehension was also felt less because the limited time which the researcher got. vi. references aziz, i. n., & dewi, y. a. s. (2019). the concept of language environment: a descriptive study at madrasah aliah keagamaan gresik. edukasi: jurnal pendidikan islam, 7(2), 1–23. babapour, m., ahangari, s., & ahour, t. (2019). the effect of shadow reading and collaborative strategic reading on efl learners’ reading comprehension across two proficiency levels. innovation in language learning and teaching, 13(4), 318–330. https://doi.org/10.1080/17501229.2018.1 465059 kim, j. s., burkhauser, m. a., quinn, d. m., guryan, j., kingston, h. c., & aleman, k. (2017). effectiveness of structured teacher adaptations to an evidencebased summer literacy program. reading research quarterly, 52(4), 443– 467. https://doi.org/10.1002/rrq.178 liebfreund, m. d., & conradi, k. (2016). component skills affecting elementary students’ informational text comprehension. reading and writing, 29(6), 1141–1160. https://doi.org/10.1007/s11145-0169629-9 nsw, d. of e. (2017). teaching strategies. retrieved from https://education.nsw.gov.au/teachingand-learning/studentassessment/smart-teachingstrategies/literacy/reading/inferentialcomprehension roy-charland, a., perron, m., turgeon, k. l., hoffman, n., & chamberland, j. a. (2016). the link between text 61 difficulty, reading speed and exploration of printed text during shared book reading. reading and writing, 29(4), 731–743. https://doi.org/10.1007/s11145-0169624-1 share, d. l. (2008). on the anglocentricities of current reading research and practice: the perils of overreliance on an “;outlier” orthography. psychological bulletin, 134(4), 584–615. https://doi.org/10.1037/00332909.134.4.584 sheriston, l., critten, s., & jones, e. (2016). routes to reading and spelling: testing the predictions of dual-route theory. reading research quarterly, 51(4), 403–417. https://doi.org/10.1002/rrq.143 tompkins, g. e. (2014). literacy in the early grades: a successful start for prek-4 readers and writers. pearson higher ed. torppa, m., georgiou, g., salmi, p., eklund, k., & lyytinen, h. (2012). examining the double-deficit hypothesis in an orthographically consistent language. scientific studies of reading, 16(4), 287– 315. https://doi.org/10.1080/10888438.2011.5 54470 256 journal of english education and technology vol. 01 no. 04, january 2021, pp. 256 266 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) effect of online gamification learning on students’ writing descriptive text rodiatul hasanah1, imam nur aziz2 1institut keislaman abdullah faqih gresik, 2english lecturer, english department, institut keislaman abdullah faqih gresik rodiatulhasanah03@gmail.com1, imamnuraziz@gmail.com2 abstract online gamification learning is an imaginative methodology that expects to build manufacture commitment clients and motivation. the inspiration driving this assessment was to investigate the impacts of the utilization of online gamification learning on students’ motivation and students' writing descriptive text. the study was conducted at mts. mambaus sholihin gresik in class viii i. to know whether online gamification learning is effective, the researcher utilized a pre-experimental method in which the information calculated by a statistical formula of t-test. the consequence of the exploration is the mean of the pre-test was 66.3810, and the mean of the post-test was 80.2143. the questionnaire appeared that students who agree with the method of online gamification learning have motivated and helped them in writing descriptive text. it can be concluded that the students' motivation and students’ accomplishment in writing descriptive text is improved when they are educated by online gamification learning. keywords: descriptive text, motivation, online gamification learning, writing i. introduction in the current scene of learning and execution, the utilization of instructive games and gamification instructional procedures have gotten important consideration as a methods for drawing in understudies across age, gatherings, societies, and settings (kim, song, lockee, & burton, 2018). gamification has been made mainstream by jane mcgonigal through her game structures, open talks, and her book reality is broken (mcgonigal, 2011). (de byl & hooper, 2013) points out that gamification has been utilized in various settings including educational settings. it is as yet normal to go through a game as a warm-up or to refresh students in language learning activities (mac ruairc, 2012). http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:rodiatulhasanah03@gmail.com mailto:imamnuraziz@gmail.com 257 in the context of education, online education has gotten generally accessible and well known as additional suppliers, for example, driving colleges, are propelling on the web courses and instructive administrations (imam nur aziz & dewi, 2020). in addition, there are significantly more applications that assume significant job in learning, particularly language inclining (hoesny et al., 2020). be that as it may, it is as yet the major test to keep up the students’ motivation high (jang, park, & yi, 2015). students’ motivation is consistently a critical factor that must be tended to. it is particularly perceived in online and distance learning (hartnett, st. george, & dron, 2011). therefore, motivation was recognized in previous studies as one of the most significant achievement factors in online learning (bovermann & bastiaens, 2020). one of the greatest predominant difficulties in instruction is the means by which to persuade the scholastically unmotivated. this inquiry turns out to be progressively squeezing for the current age of students as online entertainment, portable innovation, interpersonal organizations, and advanced gaming give contending interests to understudy consideration. video and advanced games offer firmly to this age (kam & umar, 2018). one possible golden way is online gamification learning which is progressively being utilized in online learning environments. gamification is the utilization of game components, game structure, and game mechanics, in non-game settings (deterding, khaled, nacke, & dixon, 2011). online gamification learning has been advanced as a genuine chance, and sometimes a necessity for many schools in the light movement of the world (lee & hammer, 2011). gamification can be utilized to motivate and raise students’ learning outcomes in online learning. many researchers take online gamification learning methods as problem-solving, especially in writing skills. however, (yamasaki, 2013) shows how gamification has effected students’ motivation and uplifting mentalities to the gamified class in writing skills. therefore, genuine and common correspondence in the target language can be normal. the writing was a significant ability for being possessed by the students, the writing was likewise a superb specialized instrument. through writing, every individual had the option to pass on emotions, thoughts, and declarations to other people (i. n. aziz, 2014). the writing was an opportunity; it permits students to communicate something important to them, investigate, and clarify thoughts. students 258 can pass on their thoughts in their mind by orchestrating them into a decent book with the goal that the others know them and they can think essentially (sharples, 1999). the educational plan in indonesia expects understudies to have the option to think of a book like describe, report, conversation, clarification, composition, new thing account, story, system, depiction, and audit (imam nur aziz & dewi, 2019). spellbinding content is one of the classes taught for the eighth-grade understudies at junior high school (mu, 2019). to pop up the progress and motivation students’ in writing descriptive text are not easy, this fact can be seen mostly in the second grade of mts. mambaus sholihin suci manyar gresik, although they have been guided by their teachers to write it. by watching the class, there are a few issues that understudies lack motivation during writing the descriptive text. first, most students are not excited or being bored in the learning process because the teacher is using the monotone technique in involving their students’ understanding. second, mostly has been teacher-centered. third, many students cannot achieve basic competency in writing the descriptive text. these problems must be illuminated in the light of the fact that it very well may be the challenges for the students in writing the descriptive text and understanding material. one of the teaching methods that can make the students have high motivation, excited, and improve learning outcomes is utilizing an appropriate method such as a game. online gamification learning is appropriate to be golden ways to take care of these problems. in light of the clarification over, the researcher is inspired to conduct a research entitled “effect of online gamification learning on students’ motivation and students’ writing descriptive text”. ii. literature review a. online gamification learning online gamification learning appears gives off an impression of being a developing pattern in numerous segments, counting business, authoritative administration, inadministration preparing, wellbeing, social approach, and instruction. gamification has been characterized in an assortment of ways. (deterding et al., 2011) characterized gamification as “the utilization of game design elements in non-game contexts”. another definition described it as “the process of game thinking and game 259 mechanics to connect with clients and take care of issues” (bundesamt für sicherheit in der informationstechnik (bsi), 2017). there are numerous other adjusted terms of gamification, for example, efficiency games, observation amusement, energetic structure, social games, game layer, and applied to the game; in any case, gamification is the term that is commonly recognized in related writing. gamification is similarly taking off in training (domínguez et al., 2013), due to the conviction that it supports and propels understudies, and would along these lines have the option to incite updated learning strategies and results (kapp, 2012). the essential reason for utilizing gamification is to build users’ motivation to give increasingly compelling, productive, connecting with, suffering, and engaging encounters. at the end of the day, the fundamental objective of gamification is to keep the users, in other words, players, in the game (bozkurt & durak, 2018). b. motivation the latin foundation of "motivation" signifies “to move”; consequently, in this essential sense, the investigation of inspiration is the investigation of activity. present-day theories of inspiration focus even more expressly around the connection of convictions, qualities, and objectives with activity (weiner, 1992). in instructive settings, understudies' inspiration is reliably an indispensable factor that must be tended to. it is particularly perceived in on the web and separation learning (hartnett, 2016). according to (mind & technique, 2014), the teacher needs to attempt to create the students` motivation to consider. one basic inquiry is that english educators regularly pose to themselves, “how do we motivate students to learn english?” understudies' inspiration has reliably become a huge concern for them since understudies' inspiration is fundamental for the sufficiency of english instructing and learning. in this way, motivation was distinguished in previous examinations as one of the most significant achievement factors in division training (bekele, 2010), (paterson, 2014). c. writing as indicated by (raimes, 1991), writing is expertise where we express the thoughts, feelings, and considerations organized in words, sentences, and section utilizing eyes, cerebrum, and hand. consequently, writing is the way toward communicating the thoughts and contemplations of the author utilizing knowledge on the structure and vocabulary to consolidate the essayist's thoughts as a method for a correspondence (lander & 260 brown, 1995). besides, (harmer, 2001) said that writing is a procedure of imparting utilizing the customary realistic framework to pass on a message to the reader. writing aptitude manages the capacity to mastermind realistic framework, for example, letter, word, and sentences of a specific language being utilized recorded as a hard copy correspondence all together that the reader can comprehend the message or data (mccutchen, 1996). d. descriptive text (“screenwriting oxford essential guide to writing.pdf,” n.d.) states “description is about tactile experience what something looks like, sounds, tastes. for the most part, is about visual experience, yet depiction additionally manages different sorts of recognition.” (“making sense of functional grammar,” 2017) characterizes "descriptive text is somewhat text which is meant to portray a specific individual, place or things. it very well may be presumed that descriptive text is a book for the depict individual, place, or a thing by visual experience. it is utilized to make a visual picture of individuals, places, even of time days or seasons. it might likewise be utilized to portray the outwards appearance of individuals (olson, 1983). it might tell about their qualities of character and character iii. method in this exploration, the scientist utilized quantitative research which applied pre-test plan with one gathering pre-test and post-test structure and non-randomized. (suen & ary, 1983) states that experimental research is the main exploration method that can test the theory truly that related to cause and impact relationships. this research design would like to solve such classroom problems related to learning teaching language. the pre-test was given to the understudies before the treatment. the posttest was given to the understudies after the treatment to find out the students’ motivation and students' skills in writing descriptive text. the design implies that the teacher gave them a pre-test before using gamification then gave them a post-test after encouraging commonly utilizing gamification. a. population and sampling the subject of this exploration is the second grade of mts. mambaus sholihin. the research chooses viii-i of mts. mambaus sholihin that consists of 42 students. b. technique of data collection in this research, the researcher utilized a questionnaire and pretest and posttest. the 261 researcher made 20 items of statements relate to beliefs in students' motivation and students' skills in writing descriptive text. the researcher also collects information from the score of the pre-test and post-test. the specialist gave a pre-test before the educating learning process and gave the post-test after the learning procedure has been completed. c. data analysis technique after the researcher got the information from the questionnaire and the pre-test and post-test scores, the researcher analyzed the information. the researcher utilized a quantitative analysis technique utilizing a statistical method. this technique is utilized to know the noteworthy distinction in the students’ motivation and students’ skills before and after taught gamification. the researcher has utilized the application of ibm spss statistics for windows to analyzed data. in analyzing the data, the researcher tested normality before calculating the t-test to find out test distribution is normal. iv. result this segment presents the subtleties of the investigation and the information gathered during the procedure of information examination. looking at the motivation and ability contrasts with writing descriptive text before and after using the online gamification learning by utilizing a t-test. before computing the t-test, the analyst tried the ordinariness of the information. a. normality test the normality test was directed on the information obtained from the pre-test and post-test. information is supposed to be typically dispersed if the p-value got from the count is more noteworthy than 0.05. the consequence of the normality test is introduced as follows. table 1normality test one-sample kolmogorov-smirnov test unstandardize d residual n 42 normal parameters a,b mean 0e-7 std. deviation 6.80061495 most extreme differences absolute .084 positive .084 negative -.074 kolmogorov-smirnov z .546 asymp. sig. (2-tailed) .927 262 a. test distribution is normal. b. calculated from data. the calculation of the normality circulation of the test was led by utilizing the kolmogorov-smirnov test in spss v.22. the scientist found that asymp. sig (2 followed) estimation of the pre-test and the post-test score was 0.927. those qualities were higher than the degree of significance (0.05). it implies that the invalid theory was acknowledged and the pre-test and the posttest were normally dispersed. b. the analysis of t-test table 2 paired samples statistic paired samples statistics mean n std. deviation std. error mean pair 1 pre-test 66.3810 42 12.85558 1.98366 posttest 80.2143 42 6.97569 1.07637 from the table over, the score of the pre-test and the post-test demonstrated that the mean of the pre-test was 66.3810 and the mean of the post-test was 80.2143. it implies that the score of the post-test was higher than the score of the pre-test. table 3 – paired samples correlation paired samples correlations n correlation sig. p a i r 1 pre-test & post-test 42 .223 .156 the table above shows the connection between's the pre-test and post-test was r= 0.223 with likelihood (sig) = 0.156. this implies the pre-test and the post-test had a solid relationship since r esteem was near 1. as per (field, 2013), r = 0.10 was little impact, r = 0.3 was medium impact and r = 0.5 was huge impact. table 4 – paired samples test paired samples test paired differences t df sig. (2tailed) mean std. deviati on std. error mean 95% confidence interval of the difference lower upper pair 1 pre-test posttest 13.83 333 13.190 75 2.035 38 17.94 386 9.722 81 -6.796 41 .000 263 from the table, the noteworthy worth (sig. 2 followed) was 0.000, the worth < 0.05, subsequently was critical and t acquired was 6.796 at the noteworthy degree of 0.05 and the level of opportunity 41. it implies that there was noteworthy recorded as a hard copy elucidating text utilizing online gamification learning. (field, 2005) has expressed, “if the value is less than 0.05 then the means of the two conditions are significantly different v. discussions writing is an intricate and troublesome action. it needs more exertion to contemplate composing. regarding the research which was done in viii i mts. mambaus sholihin gresik, it was considered that there is a significant difference between students’ writing skills taught using online gamification learning and those taught not using online gamification learning. based on the computation of the post-test result, the mean score of the post-test on their writing descriptive text was 80.2143, while that of the mean of the pre-test was 66.3810. it can be interpreted that the mean score of the post-test was higher than the pre-test. the researcher also found that there was a significant in writing descriptive text after being taught by online gamification learning. it can be seen from the hypothesis test that indicated that there was a sig. (2 tailed) 0.000 lower than the level of significance 0.05. it was mean that ha was accepted while ho was rejected. in essentially, from the data that is taken from the questionnaire, no one of the students fills in disagree and strongly disagree. we could account that from statement 1 until statement 10, the percentage of strongly agree is 224 with mean 53.3333%, agree 196 with mean 46.6667, and disagree and strongly disagree 0%. along these lines, from this questionnaire data, we can conclude that the students are very interested and enjoy online gamification learning in the teachinglearning process, especially in writing descriptive text vi. conclusion based on the result of the research and discussion that has been presented, it can be concluded that there are differences in students’ motivation and students’ writing descriptive text who significant learned writing descriptive text through online gamification learning. the researcher additionally discovered that there was a significant in writing descriptive text after being taught by online gamification learning, it tends to be seen that the significant value 264 (sig. 2 tailed) was 0.000, the value < 0.05, thus was significant. as should be obvious in the aftereffect of the questionnaire, most students were keen on the thought of online gamification learning. in terms of motivation, they were motivated because none of the students feel bored during getting the hang of educating. online gamification learning can increase the students' motivation in writing descriptive text, it is proven with the data that no one students fill in disagree and strongly disagree with the questionnaire. as we presented, online gamification learning is progressively being utilized, in the training field, to persuade and draw in understudies. the effect of online gamification learning could build up the capacity and improve the motivation of the students in writing descriptive text. online gamification learning had the option to encourage the students to be increasingly dynamic and made students enjoy writing activities. the students felt upbeat when joined the writing activities because the method gave many contributions to the improvement of the students` motivation. furthermore, online gamification learning was intriguing and helped the students' in communicating their thoughts, contemplations, and sentiments on paper and precisely to compose the parts and attributes of the article in writing descriptive text. in light of the finding in this study, the consequence of the examination of the exploration, it's demonstrated that student’s motivation and students’ writing descriptive text are better than before taught by online gamification learning. vii. references aziz, i. n. 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(2013). the effectiveness of gamification on students ’ motivation in writing class, (24), 233–240. 140 journal of english education and technology vol. 03 no. 02, june 2022, pp. 140 152 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) the effectiveness of project-based learning on writing skill (an experimental research at junior high school) nur hasanah teacher of smp. ypi nasrul umam duduk gresik nurhasanah@gmail.com abstract this study aims to determine whether teaching writing using project-based learning with canva media improved students' writing skills. the result expects to be useful for students to improve their english writing skills and help teachers to be more creative. this research uses pre-experimental in one class pretest and posttest, and the total sample was 25 students' from eight classes. the data were obtained from the writing test. the result shows that project-based learning with canva significantly increased students' writing after treatment. the mean score improved from 41.00 in the pretest to 64.00 in the posttest. the value of paired sample t-test was -12.283. the considerable value (sig. two-tailed) was 0.000, and the value was <0.05. it can be concluded that the study using project-based learning with canva media could enhance the student's writing skills in learning english for junior high school. keywords: project-based learning, writing skill, recount text i. introduction writing is an opportunity it allows students to express something about themselves and explore and explain ideas (aziz et al., 2022). student can convey their ideas in their mind by organizing them into a good text so that others quickly know them and they can think critically. therefore, learning is very significant to improve writing skills, particularly learning english in indonesia, because writing is a process of transforming thoughts and ideas into tangible forms of writing. in addition, many people choose writing as a means of effective and efficient communication of information http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 141 to be conveyed in some ways like posting letters, business letters and essential information about a company's product (maulidah & aziz, 2020). as jack c. richard and willy a. renandya said, "writing is the most challenging skill for second language learners to master. the difficulty lies not only in generating and organizing ideas but also in translating these ideas into readable text (richards et al., 2002). the basic competency to be achieved in writing english is that the students can develop and produce written simple, functional text in descriptive text, recount text, and narrative text in the second year of junior high school. recount text is one of writing genres that the students learn; this text is written to inform the readers or humans about something that occurred; it could be stories, experiences and events (ramli et al., 2013). the students can use the simple past and adjective clauses in recounting text. in writing the recount text, students often find some difficulties. the students usually feel challenging to organize their ideas. furthermore, many students made mistakes and faced problems building and developing their imaginations. those, teachers must be able to projectbased learning activities. they must master the materials, methods, and strategies to make the students understand and apply recount writing matters in practice. a good technique can help the students comprehend and master the lesson. one of the teaching failures is caused by an unsuitable method or procedure in the teaching-learning process. according to edward anthony in, richards identified that technique is implementation, which takes place in the classroom. it is a trick, stratagem, or contrivance used to accomplish an immediate objective. there are a lot of methods and techniques to get english teaching effectively (richards & rodgers, 2014). it is usually a monotone method, and the lack of fun activities during the teaching and learning process made the students less motivated to get involved in the learning process. the teacher did not pay much attention to the process of writing. he did not allow students to make the first draft and revise it after receiving feedback from the teacher or peers. in that condition, they could not experience learning effectively. in addition, most of the students could not participate in class activities, so their involvement during the class was so limited. it made them look so bored to attend the lesson. it can be said that the method or technique that the teacher used could not motivate them to learn. it also happens in 142 most english foreign language students in indonesia; they find difficulties writing in english (hermilinda abas & aziz, 2016). it happens because they have to use correct english grammar and vocabulary and writing is so different from other skills, such as listening, speaking and reading. first and second-language learners acquire speaking and listening because they must communicate using the target language. thus, speaking may show the students' language acquisition level. contrary to speaking and listening, which mainly consist of frustration-free activities, writing is less preferred and challenging because it is complicated and demands higher thinking abilities. and those make the students low motivated in writing. paying attention to the teacher to solve the problem and technique in teaching writing is essential. so, the researcher needs to make some effort in the english teaching and learning process and identify any actions that will improve the writing learning process in the class. the project-based learning (pjbl) approach was introduced to change teacher-centered learning activities to help students comprehend writing narrative text in a joyful learning atmosphere (kholis & aziz, 2020a) because pjbl raised students" motivation positively. moreover, pjbl challenged the students to think critically in solving complex problems in group work (ocak & uluyol, 2010). according to thomas, project-based learning is a model that organizes learning around projects and involves completing complex tasks that typically result in a natural product, event, or presentation to an audience (gültekin, 2005, p. 552). pjbl cannot be said to be the best method in teaching-learning activity since it is not an appropriate method for teaching specific essential skills such as reading. yet, it enhances the quality of learning with the project and leads to high-level cognitive development through students' engagement with complex problems. the problems were that school the researcher found that the students of english grades liked writing in english. still, they did not like writing recount text for some reason: they did not have a sufficient vocabulary, could not use proper tenses in writing recount text, and did not have enough knowledge on how to write recount text. this result makes the students confused about how to choose the topic of writing. ii. literature review a. understanding of canva media canva is a graphic design application that bridges its users' ability to design 143 various types of creative materials online easily. canva is a free and paid online-based that is easy to use, including developing learning media. canva is an online application that we can use to create learning media. in canva, many templates can be used, namely for infographics, graphics, posters, presentations, brochures, logos, resumes, flyers, posts, cards, newspapers, comic strips, magazine covers, invitations, photo collages, business cards, desktop wallpaper, report, certificate, book cover, social media animation, announcement, menu, video, graphic organizer, your story, letter, letterhead, proposal, label, worksheet, class schedule, calendar, id card, cd cover, us mail document, mobile-first presentation, planner, program, ebook cover, and storyboard. canva, when available in multiple versions, web, iphone, and android. the types of presentations available in canva include creative presentations, education, business, advertising, technology, etc. canva is a free and paid online-based that is easy to use, including designing learning media. canva is an online application that we can use to create learning media.. b. understanding of project-based learning project-based learning has been an active method since the twentieth century pioneered (guven et al., 2014). like bell, pjbl is an innovative learning approach that teaches many strategies critical for success in the twenty-first century (bell, 2010a). furthermore, thomas mentioned: "pbl is a model that organizes learning around projects. it is based on challenging questions or problems. that involves students in design, problem-solving, decision-making, or investigative activities allows the student to work relatively autonomously over an extended period (bell, 2010a). project-based learning involves students completing an authentic project by working in small and collaborative groups, studentcentered where they can investigate questions that raise their curiosities while still achieving academic goals (beres, 2011, p. 3). students develop an inquiry and are guided through research or project under the teacher's supervision (bell, 2010b). it can be inferred that project-based learning is not only doing the project collaboratively but also fostering the natural curiosity of fundamental issues that enable students to rely on strategies to resolve complex problems. 144 project-based learning is a teaching and learning method in which learners gain knowledge and skills while investigating a problem or question that is extended over time (kholis & aziz, 2020b). this can be more engaging for english language learners than abstractly studying words and skills. the language is being used for an original purpose, giving the language context and relevance. learners develop content knowledge, critical thinking, creativity, and communication within a meaningful project (beckett & slater, 2018). the root of project-based learning is the authenticity of the content. this is in any subject area and any classroom. when teachers find a way to show direct learning in "real life" they are much more engaged and purposeful. when the classroom launches the garden and feast project, learner know exactly why learning the content and how they may use. when it comes to an english classroom, authenticity and pbl fit naturally (naim, 2022). the teacher is not in school to impose specific ideas or to form certain habits on the child but exists as a member of society to choose the influences that will affect the child and to assist him in appropriately responding to these (dewey, 1986). krajcik and blumenfeld supported that projectbased learning was based on the constructivist finding that students gain a deeper understanding of the material, and it engages students in real and meaningful problems (krajcik & blumenfeld, 2006, p. 318). using project-based learning methods in a class teaches students to construct their ideas in problem-solving, which means that they are learning contextual materials. project-based learning engages students in gaining knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks. project-based learning increases the quality of education and causes higher-level cognitive development through the students" engagement with complex and novel problems. students are exposed to various skills and competencies through projectbased learning, such as collaboration, project planning, decision-making, and time management. project-based learning increases the motivation of students. projectbased learning engages students in gaining knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products. and asks teachers often note improvement in attendance, higher class 145 participation, and a greater willingness to do homework. there are many benefits of using projectbased learning in the classroom. projectbased learning has a significant role in developing learners" target language for actual living purposes. it is most likely motivating, empowering and challenging to language learners in confidence, self-esteem, and autonomy, as well as improving content learning and cognitive abilities. pbl can be a connection between using the target language in authentic contexts outside the classroom. simpson mentions some benefits of using pbl in the language classroom (simpson, 2011). iii. method this research was conducted with a preexperimental design in one group pretest and posttest design using a quantitative approach. the author has only taken one class and used the pretest and posttest to see the result of the project-based learning method's treatment as a recount text strategy for smp in duduk sampeyangresik. the development of the treatment was based on the pretest and posttest values. one group pretest and posttest design means that this design provides a pretest before treatment and provides a posttest after treatment. the pretest and posttest one group design involved three steps: giving the initial test measuring the dependent variable, applying x experimental treatment to the subject, and giving the posttest, again measuring the dependent variable (ary et al., 2018). data analysis is the researcher analyzing the way data. in managing and analyzing the data collected, the researcher uses quantitative data analysis using statistical techniques. analyzing data is a process of analyzing the acquired from the result of the research. the information needed in this research has been collected in writing recount form. the researcher uses paired sample t-test to determine the outcome of hypothesis testing. the paired sample t-test is the measure before and after treatment. for these steps, the researcher chooses ibm spss v20 to calculate the data to get essential and valid data. iv. finding the researcher collected the data from the student's pretest before giving treatment. the treatment used project-based learning by using canva media. before teaching and learning activities, the researcher gave a pretest. the pretest and posttest were conducted on 25 students in the eighth grade of smp. the researcher gave one item of a 146 writing test, and students worked on it amount 45 minutes. a. the result of the pretest the presentation of data in this part was obtained through a writing test. it was analyzed in three stages: scoring the students writing test, classifying the student's scores, and calculating the mean score. the pretest was administered in the first meeting. the data from the pretest was intended to investigate the students' writing skills before they got the treatment. the table showed that 24 students were classified as poor, and one student was classified as fair. the total score of the students' pretest was 850, with a mean of 34. most students got a poor score, which means that the students writing skills were still low. the pretest data on students writing were obtained from the result of their writing test. all data were calculated using spss 20. the data can be described as follows: table 1: pretest pre-test frequency percent valid percent cumulative percent .00 1 4.0 4.0 4.0 20.00 25.00 2 1 8.0 8.0 12.0 4.0 4.0 16.0 30.00 35.00 5 8 20.0 20.0 36.0 32.0 32.0 68.0 valid 40.00 5 20.0 20.0 88.0 45.00 1 4.0 4.0 92.0 50.00 1 4.0 4.0 96.0 60.00 1 4.0 4.0 100.0 total 25 100.0 100.0 the pre-test result of the intervention showed that the lowest score was 0. the highest score was 60. statistics pre_test valid 25 n missing 0 34.0000 2.21736 35.0000 mean std. error of mean median std. deviation 11.08678 minimum .00 60.00 maximum based on the calculation in the table, it can be concluded that the mean score of 34.00 was considered poor, with a standard deviation of 11.086. b. the result of the posttest after the researcher analyzed the pretest data, the researcher also analyzed the posttest. the data from the posttest was given to know the students writing skills after they got the treatment. the posttest 147 was administered at the last meeting. the table above shows five students classified as good, 11 as fair, and nine as poor. the total score of the student's posttest was 1.535. most of the students got an acceptable score. it means that there was a significant improvement in students writing skills. table 3 posttest 1) post_test frequency percent valid percent cumulative percent valid 30.00 1 4.0 4.0 20.0 12.0 16.0 20.0 12.0 8.0 4.0 4.0 100.0 4.0 50.00 5 20.0 24.0 55.00 3 12.0 36.0 60.00 4 16.0 52.0 65.00 5 20.0 72.0 70.00 3 12.0 84.0 75.00 80.00 85.00 total 2 8.0 92.0 1 4.0 96.0 1 4.0 100.0 25 100.0 the pre-test result of the intervention showed that the lowest score was 30. the highest score was 85. the statistical description of the pre-test data can be seen in the following table: statistics post_test valid 25 n missing 0 mean 61.4000 std. error of mean 2.35443 median 60.0000 std. deviation 11.77214 minimum 30.00 maximum 85.00 post-test was conducted to measure how far the influence of project-based learning by canva media on students writing skill scores increased. calculating using spss 20 on the data after treatment (posttest) obtained the mean score (61.40) was considered good with a standard deviation of 11.772. the lowest score was 30, and the highest score was 85. after calculating the result of the student's pre-test and posttest, the mean score and standard deviation were presented in the following table: table 4: the descriptive statistic of the pretest and posttest 12 n minimum maximum mean std.dev iation pretest 25 0 60 34 11.086 post-test 25 30 85 61 11.772 valid n (listwise) 25 148 based on the pre-test and posttest data above, the researcher found a significant increase after being given the treatment. in pre-test, the total score was 850, the mean score was 34.00, and the standard deviation was 11.086, whereas, in posttest, the total score was 1.535 with a mean of 61 and a standard deviation of 11.772. it means that the total score and posttest mean are higher than the pre-test. the posttest procedures showed a better improvement from poor classification to fair classification. c. analysis of prerequisites testing 1. normality a normality test is a test to measure whether the data obtained has a normal distribution to be used in parametric statistics. a normality test was carried out to calculate the t-test. this aims to determine whether or not the data from one class has a normal distribution. the researcher used kolmogorov-smirnov to test for normality. the researcher used spss 20 version to analyze the data. the result of the normality test. table 7: a test of normality with one-sample kolmogovsmirnov test one-sample kolmogorov-smirnov test unstandardized residual n 25 0e-7 9.02883016 .128 .124 normal parameters,b mean std. deviation absolute most extreme differences positive negative -.128 kolmogorovsmirnov z 642 asymp. sig. (2-tailed) .805 a. test distribution is normal. b. calculated from data. the calculation of the normality circulation of the test led by the kolmogorovsmirnov test in spss v.20, the result from asymp. sig. (2-tailed) was 0,805, which is higher than 0, 05 (0,805>0, 05), meaning the data were distributed normally. 2. hypothesis testing the researcher used ibm spss version 20 to analyze the pretest and posttest data. and the data analysis was paired sample ttest. this test constituted the difference test of two paired samples with the same subject but different treatments. below are the data taken from the pre-test and posttest students of the eighth grade of smp. 149 table 8 the result of paired sample paired sample statistics mea n n std. deviation std. error mean pre_test pair 1 post_test 34.0 0 25 11.087 2.217 61.4 0 25 11.772 2.354 from the table above, the pre and posttest scores demonstrated that the pretest's mean was 34.00, and the standard of posttest was 61.40. it means that the score of the posttest was higher than the score of the pre-test. table 8 paired sample correlation paired samples correlations p n correlation sig. pair 1 pre_test & post_test 25 .642 .001 paired sample correlation table indicates the correlation between the two variables was 0,642 with a significant 0,001. the correlation means a measurement of the relationship strength of the dependent and independent variables. this result showed that the correlation between the two means pre-test and posttest was solid and significant. table 9 paired sample test paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pre_test post_test 27.400 9.695 1.939 31.402 23.398 14.130 24 .000 the paired sample test table was the fundamental table from those outputs that indicated the test outcomes finished. thus, it can be known from the significance (2tailed) value on the table. the value of paired sample t-test was -27.400. the considerable value (sig. two-tailed) was 0.000, and the value was <0.05. that the outcomes of pretest and posttest experienced significant changes; from the data analysis, it could be identified that: 1. when the value of tcal < ttable with the significant level 0.05, the alternative hypothesis (ha) was accepted, and the null hypothesis (ho) was rejected. it considerably affects students' writing skills in recounting text at the eighth grade of smp. ypi nasrul umam before and after project-based learning by using canva media strategy. 150 2. when the value of tcal > ttable with a significant level of 0.05, the null hypothesis (ho) was accepted, and the alternative hypothesis (ha) was rejected. this means there was no significant effect on students' writing skills in recounting text at the eighth grade of smp.ypi nasrul umam before and after project-based learning by using canva media strategy. the pre-test means the value of writing recount text from 25 students was 34.00, and the posttest indicates the discount was 61.40. it showed that the posttest value was higher than the pre-test. for the ttes was more significant than the table, the alternative hypothesis (ha) was accepted, and the null hypothesis (ho) was rejected. it means there was a considerable effect of students' writing recount text in the eight grade of smp.ypi nasrul umam before and after project-based learning by using canva media strategy. based on statistical calculations, one group pretest-posttest samples of paired ttest using the computer program ibm spss statistic 20 for windows obtained the results of sig.(2-tailed) indicates that the significant value of the group is 0.000. it is less than the 0.05 significance level so that the null hypothesis (ho) is rejected and the alternative hypothesis (ha) is accepted. statistically, there is a significant difference when the significance level of the independent sample t-test is higher than a significance level of 0.05. they also become easier to write. their research suggests that the projectbased learning method is effective in teaching and learning writing and significantly affects students' writing recount text. from the explanation, implementing the project-based learning method in the teaching and learning process positively affects the students' ability to write recount text because they can study writing quickly and enjoy it without any burden. it can be done because, through fun learning, knowledge sharing and information can be understood and maintained well. it can be seen from the increase in posttest scores obtained by sig. (2-tailed) shows that in the post test, there are no students whose scores are below the pre-test score. in addition, from the test score obtained, the score received from pre-test score (was 34.00). and the score posttest mean is 61.40. it is higher than the average score pre-test. therefore, the researcher showed a significant improvement after treatment using project-based learning in writing skills. 151 v. conclusion based on the result of the research, it could be concluded that an adequate distinction was found in the tenth-grade students of smp nasrul umam using the project-based learning method by using canva media. the students can study writing efficiently and enjoy it without any burden. it can be done because, through fun learning, knowledge sharing and information can be understood and maintained well. they both got the deviation of score among the pretest and posttest. the researcher used the spss program to count the result of the sig value to determine whether the pre-test and posttest results were significant. vi. references ary, d., jacobs, l. c., irvine, c. k. s., & walker, d. (2018). introduction to research in education. cengage learning. aziz, i. n., setyosari, p., widiati, u., & ulfa, s. (2022). using metacognitive writing strategies to improve scientific article writing skills. international journal of early childhood, 14(03). beckett, g. h., & slater, t. (2018). project‐ based learning and technology. the tesol encyclopedia of english language teaching, 1–7. bell, s. (2010a). project-based learning for the 21st century: skills for the future. the clearing house, 83(2), 39–43. bell, s. (2010b). project-based learning for the 21st century: skills for the future. the clearing house, 83(2), 39–43. beres, p. j. (2011). project-based learning and its effect on motivation in the adolescent mathematics classroom. dewey, j. (1986). experience and education. 50(3), 241–252. gültekin, m. 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(2020b). the effect of project-based learning on students vocabulary achievement at second grade of islamic junior high school. jeet, journal of english education and technology, 1(01), 1–19. krajcik, j. s., & blumenfeld, p. c. (2006). project-based learning. na. maulidah, u. n., & aziz, i. n. (2020). the effectiveness of online collaborative learning on students writing skills. educatio: journal of education, 5(2), 141–149. naim, a. (2022). relevance of online learning in higher education. american journal of pedagogical and educational research, 1, 21–34. ocak, m. a., & uluyol, ç. (2010). investigation of students’ intrinsic motivation in project based learning. journal of human sciences, 7(1), 1152– 1169. ramli, d., suhartono, l., & novita, d. (2013). an analysis on students’ errors in writing recount text. jurnal pendidikan dan pembelajaran khatulistiwa, 2(2). richards, j. c., richards, j. c., & renandya, w. a. (2002). methodology in language teaching: an anthology of current practice. cambridge university press. richards, j. c., & rodgers, t. s. (2014). approaches and methods in language teaching. cambridge university press. simpson, j. (2011). integrating project-based learning in an english language tourism classroom in a thai university. 201 journal of english education and technology vol. 03 no. 02, june 2022, pp. 201 213 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) the influence of the lecture method on the learning nahwu at pba students of inkafa gresik farid qomaruddin universitas kiai abdullah faqih gresik faridqomaruddin@gmail.com abstract lectures are methods that can be applied in teaching, that is, how to carry out teaching by conveying information and knowledge to students. student interest in learning in the nahwu course is a sense of interest in the course without coercion from outside parties, resulting in changes in individual behavior. this study aimed to determine the influence of the lecture method on nahwu's learning interest in pba students in the second semester at inkafa gresik. this research method is a pre-experiment that uses a quantitative approach. the population of the researchers made respondents amounted 22 students. tests and questionnaires were used for the data collection. the data analysis used the likert scale formula and product moment. the results of the data analysis show that the application category of the lecture method is "good.” this is evident from the results of the questionnaire, which was 61.92%, which is in the range of 61%–80%. the category of nahwu students' learning interest is "high,” as evidenced by the results of the questionnaire obtained, which was 68.46%, which is in the range of 61%–80%. the application of the lecture method influences interest in learning the nahwu of pba students in the second semester at inkafa gresik. this is evident from rxy = 0.765, which is greater than the significance level values of 1% = 0.388 and 5% = 0.496. if the result r xy = 0.765 is consulted on the interpretation table "r" product moment which is between 0.60 – 0.799 which means strong. keywords: lecture method, interest, nahwu, arabic language education i. introduction education for every human being must be constantly preserved and maintained. although formally a person is declared to have graduated from a higher education institution, this does not mean that the person must withdraw from the process of http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 202 seeking knowledge, adding insight, and sharpening knowledge. in essence, humans are constantly educated (wahyuddin, 2016) . education can enable people to face all problems or challenges and be ready to adjust to new situations. education in life plays a very important and urgent role because without education (aziz, 2020), we can be sure that humans today are no different from humans in previous generations who would not be able to progress and continue in ignorance. the scientific and technological advances achieved by nations in various parts of the world are the result of education. law number 20 of 2003 concerning sisdiknas article 1 paragraph 1 explains that "education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential to have strength religious spirituality, self-control, personality, intelligence, noble character, and skills needed by himself, society, nation, and state". talking of education directly involves learning and learning. education is synonymous with learning processes. learning is an activity that must be done and given to students, because learning is the key to success in achieving a better and brighter future, preparing the nation's generation with insight into vast science, which will ultimately be useful to religion, nation, and state (aziz & dewi, 2019). in the learning process, there is an interaction between educators and students. educators in the learning process have an important role, namely determining the achievement of learning goals (aziz & cahyani, 2022). because in the learning process it is the educator who chooses the teaching material to be delivered, as well as designing, managing and evaluating it. educators who are only armed with courage and experience, without being equipped with knowledge of teaching methods, will be able to reduce their interest in learning students. to anticipate the decline in student learning interest, it is appropriate for educators to review teaching methods that are in accordance with the teaching material or subjects to be delivered, as well as the purpose of the learning . educators use teaching methods to deliver courses to learners. the teaching method can also be interpreted as a way used by educators in establishing relationships with students during teaching. of the many teaching methods that exist, there are several that are most often used in learning, including the lecture method, since long ago educators in an effort to channel their 203 knowledge were oral. although not a few people think that the lecture method cannot maintain information that has been received by students for a long time, because the information they or students get is only verbal, then there is in their memory are only words that have been conveyed by educators. therefore, students need to record materials that are considered important so that at home they can be studied again and to find out the level of understanding of students, educators need to ask questions about the material that has been delivered. the lecture method is also monotonous; not infrequently, students feel bored when educators use the lecture method. thus, students’ interest in learning also decreased. a person’s interest is a strong tendency towards something or activity, and the person will express it by following the activity. the essence of the learning process is the reciprocity or response of learners. so in the application of the lecture method, educators need certain skills, so that the presentation style is not boring and attracts the attention of students . the starting point in successful teaching is to arouse students' interest in learning, because sometimes students do not like a course; it is necessary to have stimuli that bring students pleasure to the course and arouse their enthusiasm for learning. if students already feel interested in following the course, then they will be able to understand easily and vice versa if students are not interested in carrying out the learning process, they will feel burdened in following the course because they feel compelled to follow him. a person will not achieve the desired goal if there is no interest or desire from the soul to achieve the goal to which he aspires. thus, the purpose of learning cannot be achieved. likewise, the interest in learning students in the nahwu course is not innate from birth, but it arises due to a need for students and the interest of students in the nahwu course and the existence of external stimuli that can cause interest in learning students. in this case, interest is an important foundation for a person to perform their activities well. as a psychological aspect, interest can not only influence a person's behavior, but can also encourage people to keep doing and getting things. the application of the lecture method to the delivery of nahwu courses at inkafa is often used, and the learning outcomes of the application of the lecture method are good. even though according to what the author knows that the lecture method is boring, the learning outcomes of students are not as 204 good. this underlies the author’s test of the lecture method on the learning interests of pba students in the second semester at unkafa gresik. ii. literature review a. lecture method the lecture method consists of a series of two words: method and lecture. some experts argue that method is a term used to express the notion of "the most appropriate and fast way of doing something. this method was used to achieve a predetermined goal. method in general is everything that is contained in every teaching process. method can also be understood as a general systematics for the selection, preparation and presentation of linguistic material (hamid, n.d.). what is meant by the lecture in the learning method here is the delivery of subject matter directly through oral narration or verbal communication, which uses language and is also called speech. in english it is termed lecture method which comes from latin lacture, lecturu, legu which means reading aloud. this refers to history, the origin of the use of this method that emerged and was widely used starting in the 5th century by the greeks, who then adopted its widespread use by middle easterners and europeans in the middle ages when writing was very rarely used. and what is meant by this method when it is the reading of information aloud is similar to the reading of announcements that are usually done when this is done.(wirabumi, 2020). for the arabic language, several terms were used: أسلوب أو طريقة احملاضرة uslub or thariqah muhadharah. it is just that some distinguish between uslub and thariqah. uslub refers more to a model or style, whereas thariqah is a way. therefore, uslub is more specific than thariqah, where someone can teach the same thariqah but with a different uslub or style. like the two teachers who use the lecture method, one with a standing style and the other just sitting. according to some experts, the understanding of the lecture method in the teaching and learning process is: a. the lecture method is a teaching method by conveying information and knowledge orally to a number of students who generally follow passively (fathurrohman, 2009). b. the lecture method is a way of carrying out teaching carried out by educators in 205 monologues and one-way relationships (syah, 2010). c. according to surakhmad in the book the process of teaching and learning in schools, lectures as a teaching method are enlightenment and oral narration by educators to their classes (suryosubroto, 2009). so, the lecture method is a way of carrying out teaching by conveying information and knowledge orally by an educator to his students who generally follow passively. in this method, educators provide descriptions or explanations to learners at certain times and locations. carried out with spoken language to provide an understanding of the problem. on campus, this method is often called the lecture method (nasih, 2009). the lecture method is very popular among educators. this method is most often used and is the most economical method for conveying information. in addition, this method is also considered the most effective in overcoming the scarcity of literature or references that are in accordance with the range of purchasing power of students, because simple learning materials can be processed in such a way as to match what educators know. in teaching using the lecture method, student activities only listen while occasionally recording the points of discussion delivered by the educator, and the attention of students is only focused on the educator. therefore, it is not uncommon for people to assume that this method will create students who are passive in the teaching and learning processes. this is because they only accept what is conveyed by the educators. in the learning process at school, the purpose of the lecture method is to deliver material that is a lot of information and broad (majid, 2009). b. advantages and disadvantages of the lecture method every learning method has advantages and disadvantages. therefore, all methods cannot stand alone without other methods (hisyam zaini, 2008). some of the advantages of the lecture method are as follows: a. practical in terms of preparation and media used. b. time and cost efficient. c. can deliver a lot of material. d. encourage lecturers to master the material. e. easier to control classes. f. learners don't need preparation. 206 g. students can immediately receive the materials. h. can be followed by students in large numbers. i. educators easily explain large amounts of course material (bukhori alma, 2009). there are several weaknesses in the lecture method, experts try to express some of the disadvantages of the lecture method, including: a. the formulation of appropriate instructional objectives is only up to the level of comprehension. b. hanya cocok untuk kemampuan kognitif. c. communication tends to be one-way. d. depends heavily on the verbal communication skills of the presenter. e. lectures that are less inspirational will reduce participants' enthusiasm for learning (gintings, 2008). f. it is difficult to control the extent of learning acquisition of students. g. when it's too long boring (bukhori alma, 2009). h. easily distracted by visual things and prone to noise. i. brain factors that quickly forget the information obtained. j. attention is centered only on educators, and educators are always considered learners right. here it appears that educators are more active while students are passive only. in the lecture method there is an element of coercion, because the educator speaks (actively) while the learners only hear, see and quote what the educator is talking about (hisyam zaini, 2008). c. steps to use the lecture method to organize learning with the lecture method effectively, the steps of the expected lecture method are as follows: a. preparatory stage, meaning the educator's stage to create good learning conditions before teaching begins. b. presentation stage, meaning that each educator delivers lecture material. c. the association stage (comparison) provides opportunities for students to connect and compare the lecture material they have received. for this reason, at this stage, questions and answers and discussions are provided. d. stage of generalization or conclusion. at this stage students conclude the 207 results of the lecture, generally students record the material that has been lectured. e. application/evaluation stage. this last stage is an assessment of students' understanding of the material provided by the educators. evaluation can be in the form of oral, written, assignments and others (sudjana, 2005) if the educator has tried to carry out the various steps above, another important factor that must be considered by educators in implementing the lecture method is the ability to behave and carry themselves in class. the lecture method was based on certain conditions of the educator. good sound, nice to hear, clear. educators with speech disorders are advised not to use this lecture method. to increase the level of effectiveness in giving explanations, things that need to be considered are: a. clarity of language, both in choosing words, sentence structure, and avoiding vagueness limits the understanding of the term "new". b. use examples adequately and relevant to the ideas, concepts or generalizations of what is described. also adjusted to the level of ability of the learners who are given an explanation. c. emphasis on certain forms of information. for example, by repeating explanations, looking for other words or expressions that are the same, and using images. the purpose of this emphasis is to draw the attention of learners to what is being explained. d. the preparation of the learning material described must be logical and clear. e. use feedback (asra, 2007). a thing that needs to be considered by educators when teaching using the lecture method are as follows: a. the educator will be the sole center of attention. therefore, before starting the lecture, it is necessary to correct yourself, among others, related to clothing, how to dress, make up and others. b. to direct the attention of students, lectures should begin by conveying teaching objectives to be achieved after learning activities. c. present an outline of teaching materials, both orally and in writing. 208 d. connect the course material to be delivered with the knowledge and experience that students have gained. e. start from the general to the particular, from the simple to the complicated. f. intersperse with examples that are closely related to the lives of students, occasionally do humor that supports learning. g. direct attention to all students and do not do movements that can interfere with smooth learning. h. use props/media that are in accordance with the material being lectured. i. control, so that the conversation is not monotonous, emphasizes certain materials. (mulyasa, 2010) d. the steps to explain a learning material include:: 1. planning as preparation: a. regarding the content of the explanation to be conveyed (understanding or subject matter to be explained). b. based to whom the explanation will be given. 2. implementation of course materials or teaching materials, namely how and techniques to convey explanations that have been prepared (marno, 2008). the implementation of course materials that can be presented using the lecture method is: a. asa useful course for attitude formation, the use of the lecture method is very effective. b. a number of courses that intend to increase attention. c. there are important subjects that are not contained in the course book, as well as the unity of difficult material, even though it is contained in the course book. e. learning interest interest in learning is the combination of two words: interest and learning. interest is the high tendency of the heart towards something (kbbi, 2003:744). some experts argue that: a. interest is an involuntary concentration of attention that is born willingly and depends on talent and the environment. b. interest is a sense of preference and attachment to something or activity, without anyone telling you to. c. interest is the tendency of a sedentary subject to feel interested in a particular field of study or subject matter, and to feel good about studying that material. 209 d. interest is a high inclination and passion or a great desire for something(slameto, 2010). as with interest, the big indonesian dictionary also found the notion of learning, namely trying to gain intelligence or knowledge and changing behavior or responses caused by experience. while some experts also expressed their opinion that: a. learning is a process of effort made by a person to obtain a new change in behavior as a whole, as a result of his own experience in interaction with the environment. b. learning is a relatively sedentary stage of change in an individual’s behavior as a result of experience and interaction with the environment involving cognitive processes. c. learning is the process of changing an individual’s behavior through interactions with the environment. d. learning is a series of mental activities to obtain a change in behavior as a result of individual experiences in interaction with the environment that concern cognitive, affective, and psychomotor (hamalik, 2008). from some expert opinions about interest and learning stated above, it can be concluded that interest in learning is a sense of preference and attachment to a particular field of study or subject without anyone telling and feeling happy to learn it resulting in changes in individual behavior. great interest has influenced learning activities. students who are interested in a course will study it seriously because it attracts them. students can easily memorize courses that interest them. the learning process runs smoothly when accompanied by interest. iii. method this study uses a pre-experimental research design, in which there are still external variables that affect the formation of dependent variables. the population involved in this study is the second semester students of arabic language education study program (pba) inkafa gresik academic year 202 1/2022 with a population of 22 students. this study uses two variables: the lecture method as variable x and nahwu's interest in learning as variable y. the design used in this research method was a one-group pre-test and post-test with research instruments in the form of tests and questionnaires. t es was used to measure their nahwu ability, while questionnaires were used to measure the level of perception and interest in the use of the lecture method. to analyze the test data, the researchers used 210 product moment analysis techniques with the help of the spss 2 5 application. provide data from the results of the analysis researcher questionnaire using likert scale measurements. the researchers used a selected (closed) questionnaire. the choice questionnaire asked the respondent to choose one of the answers from a statement provided by the researcher. to make it easier for researchers to make questionnaires, they need to use grids. the grids were as follows: no. variable indicator no item 1. lecture method interest in learning learning process understanding attitude learning outcomes 1,2, and 3 4,5,6, and 7 8 9 10 2. nahwu students' interest in learning interest in learning liveliness order learning outcomes 1, 2, and 3 4,5,6,7, and 8 9 10 picture 1. pba student questionnaire grid in the second semester. iv. result and discussion the influence of the lecture method on the learning interest of pba students in the second semester of nahwu course the results of the analysis conducted by the researcher show that the category of using the lecture method in the nahwu course at inkafa gresik is "good.” this is evident from the value of the questionnaire results obtained by the researcher, which was 61.92% for the 22 students. which is at a standard value percentage between 61% 80%. the learning process includes various components that interact with one another. in particular, the interaction between educators and students, where the interaction intermediary tool is the learning method used by educators to deliver material to students. therefore, educators must master and understand learning methods. the method that is most often used is the lecture method, where in every delivery of material, the use or application of the lecture method must be present. the lecture method is monotonous and boring. to overcome these weaknesses in the application of the lecture method, educators must master students and materials to achieve learning objectives. in addition, educators must know how to make the 211 lecture method more effective. because not only the lecture method, but all of these methods have weaknesses and advantages. for this reason, educators must explore and integrate the skills contained in themselves in order to apply the lecture method as much as possible and students do not feel bored when the learning process takes place. learning interest of pba students in the second semester of nahwu course at inkafa gresik the results of the analysis conducted by researchers show that the category of learning interest of pba students in the second semester of the nahwu course at inkafa gresik is "high.” this is evident from the value of the questionnaire results obtained by the researcher, which were 68.46% of the 22 students. which is at the standard value of percentage between 61% 80%. in essence, the interest in learning grows within students, but sometimes the interest in learning grows because of encouragement or motivation from outside that can grow their interest in learning. therefore, an educator must know the character of each student to increase their interest in learning. so that they can be enthusiastic in following the learning process that will produce better grades. a person's interest can be said to be "like something,” while it can be reflected in how they pay attention, explore, and actively participate in their learning process of what they like. however, if these three behaviors decline, interest in them is reduced. therefore, to maintain the interest of students, educators must know how to process the learning process as interesting as possible. to keep students focused on the material. pengaruh metode ceramah terhadap minat belajar mahasiswa pba pada mata kuliah nahwu di inkafa gresik from the results of the previous analysis, it can be observed that the calculation result of rxy is 0.765. after consultation with the product moment "r" price, which is at a significant level of 1% is 0.388 and at a significant level of 5% is 0.496. from the results mentioned above, it can be seen that the application of the lecture method affects the interest in learning nahwu pba students in the second semester at inkafa gresik. if the result rxy = 0.765 is consulted on the product moment "r" interpretation table, which is between 0.60 – 0.799 (strong). so it 212 can be seen that the influence of the application of the lecture method on the learning interest of nahwu pba students in the second semester at inkafa gresik is "strong". the use of the lecture method in the learning process can affect the students’ understanding when the material is delivered. therefore, when applying the lecture method, educators must be good at processing the words to be delivered so that students do not misinterpret them. educators must also pay attention to the way or style of delivery of learning materials used. v. conclusion departing from the series of things described by the author, some content can be obtained. first, the implementation of the lecture method at inkafa gresik is good. this is evident from the percentage of the questionnaire results on the lecture method, which is 61.92%, which is in the range of standard percentage values between 61% and 80%. second, the study rate of nahwu pba students in the second semester of inkafa gresik was high. this is evident from the percentage results of the questionnaire about the learning interest of pba students in the second semester of the nahwu course at inkafa gresik, which is 68.46%, which is in the range of standard percentage values between 61% and 80. third, the application of the lecture method influences the learning interest of nahwu pba students in the second semester at inkafa gresik. because the value of rxy = 0.765 ≥ the value of "r" at the level of significance of 1% = 0.388 and 5% = 0.496. meanwhile, the influence of the application of the lecture method on the interest of pba students in the second semester of the nahwu course at inkafa gresik is classified as "strong" because the value of rxy = 0.765 is located in the range of 0.60 – 0.799 (strong). vi. references asra, s. dan. (2007). metode pembelajaran. cv. wacana prima. aziz, i. n. (2020). pendidikan pesantren era millenieal: studi karakteristik santri dalam menghadapi perkembangan revolusi industri 4.0. researchgate, 2(1). https://www. researchgate. net/profile/imam_nur_aziz/publicat ion/337783138_pendidikan_pesa ntren/links/5de9fbd992851c83646 57469 aziz, i. n., & cahyani, n. p. (2022). circ (cooperative integrated reading and composition) as strategy of teaching reading comprehension. jeet, journal of english education and technology, 2(04), 504–511. 213 aziz, i. n., & dewi, y. a. s. (2019). the implementation of contextual teaching and learning on english grammar competence. alsuna: journal of arabic and english language, 2(2), 67– 95. bukhori alma, dkk. (2009). guru profesional menguasai metode dan terampil mengajar. alfabeta. fathurrohman, p. dan s. s. (2009). strategi belajar mengajar. pt refika aditama. gintings, a. (2008). esensi praktis belajar dan pembelajaran. humaniora. hamalik, o. (2008). dasar-dasar pengembangan kurikulum. pt remaja rosdakarya. hamid, b. m. dan m. a. (n.d.). metode dan strategi pembelajaran bahasa arab. uinmaliki press. hisyam zaini, dkk. (2008). strategi pembelajaran aktif. pustaka insan madani. majid, a. (2009). perencanaan pembelajaran mengembangkan standar kompetensi guru. pt remaja rosdakarya. marno, m. i. dan. (2008). srategi dan metode penajaran menciptakan keterampilan mengajar yang efektif dan edukatif. arruzz media. mulyasa. (2010). menjadi guru pofesional menciptakan pembelajaran kreatif dan menyenangkan. pt remaja rosdakarya. nasih, a. m. dan l. n. k. (2009). metode dan teknik pembelajaran pendidikan agama islam. pt refika aditama. slameto. (2010). belajar dan faktor-faktor yang mempengaruhinya. pt. rineka cipta. sudjana, n. (2005). dasar-dasar proses belajar mengajar. sinar baru algensindo. suryosubroto, b. (2009). proses belajar mengajar di sekolah. pt renika cipta. syah, m. (2010). psikologi pendidikan dengan pendekatan baru. pt remaja rosdakarya. wirabumi, r. (2020). metode pembelajaran ceramah. annual conference on islamic education and thought (aciet), 1(1), 105–113. 45 journal of english education and technology vol. 04 no. 01, march 2023, pp. 45 56 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) the effect of word chain game on vocabulary mastery (a study at mts hidayatush shibyan cendoro palang tuban) salamun universitas kiai abdullah faqih gresik salamjamal45@gmail.com abstract vocabulary is one of the important aspects in teaching language included english. vocabulary is one of the important language components that need to be taught to support learners in mastering language skill. we can use a lot of media to attract the student’s interest in learning process. one of the media is games. the use of games is very helpful for teachers to bridge the student’s motivation and learning interest. the objective of the research is to know the effectiveness of word chain game in teaching vocabulary mastery. the research design is experimental research. the researcher apply pre-experimental one group pre-test-post-test design. the subject of the research was students’ viii a of mts hidayatush shibyan cendoro palang tuban. tehnique of data collection is test, pre-test, treatment, and pos-test. meanwhile, tehnique of data analysis the researcher used t-test. the result of the research showed the sum score of the students in pre-test before treatment was 1935. then, the students sum score of post-test after treatment was 2470. the researcher analyzes the result of t-test analysis to answer the research problem. the researcher gets the value of t-test analysis which 7, 77. the value of t-test analysis is consulted in t-table. from t-table shows the value of 5% is 2, 06, it mean that value 2, 06 ˂ 7, 77. so, this research showed a significant effective of word chain game on vocabulary mastery. the result of this research, conclude that students who are taught by word chain game got higher score on their vocabulary. key word: word chain game, vocabulary mastery http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:salamjamal45@gmail.com 46 i. introduction one of the important things in learning english is "vocabulary" because it has a major role in all language skills. vocabulary is one of the basic components in language, no language can exist without words(linse & nunan, 2005). so, students will understand the reading text, they can write some notes, they can speak the language if they can master vocabulary. students need a vocabulary to easily master in english. students can't use english better if their vocabulary is low. teaching vocabulary is one of many ways to develop english competence of person who are learning english (kholis & aziz, 2020). the difficulity in learning english is not only because the ineffective method that teacher applies but also the aspect of the vocabulary itself. other difficulty in learning and using english vocabulary include understanding the meaning, the speeling, pronounciation, etc. in vocabulary usage. we can use a lot of media to attract the student’s interest in learning process (khoiroh, 2022). one of the media is games. the use of games is very helpful for teachers to bridge the student’s motivation and learning interest. there are many kinds of interesting games to teach vocabulary. one of the games is word chain game. word chain game is a game in which players come up with word that begin with the letter or letters that the previous word ended with. this game is a challenging and interesting activity which stimulates the student’s motivation in learning vocabulary. the researcher assumed that using word chain game seems to be a good alternative and effective way of teaching english in mts hidayatush shibyan cendoro palang tuban, because this media can make students active in teaching and learning process, it also allows students to be creative without being shy. in addition, this technique to improve the students’ ability in mastering vocabulary on their knowledge. based on explanation above, the researcher will intend to carry out research to solve that problem. it also implied that word chain game can motivates the students in learning english. therefore, the researcher has decides to conduct a research entitled “the effect of word chain game on vocabulary mastery.” ii. literature review the definition of vocabulary in oxford learner’s pocket dictionary states that vocabulary is all the words that a person knows or uses (bull, 2008). 47 vocabulary is all the words in a language. vocabulary also lists of words with their meaning. moreover, in cambridge dictionary states that vocabulary is all the words that exist in a particular language or subject (dictionary, 2008). according to kridalaksana, vocabulary is a component of language that contains information about the meaning and using a word in language (kridalaksana, 2013). learning language includes learning the vocabulary or words. learning is formed by words. humans can communicate with others through verbal language, either to apply or to receive the information the animal cannot do. the learners have to know one by one the meaning of the vocabulary. if they know all the meaning of vocabulary, it will make them easy to make sentence and to practice their language. vocabulary is important thing in language learning, for vocabulary is needed in all aspects of language. the explanation above is supported by cameron’s statement that “vocabulary is fundamental to using the foreign language as discourse” (pinter, 2017). vocabulary takes an important role in teaching english to build the language proficiency. the student will have a good language proficiency in four language skills if the students know a lot of vocabularies. all that vocabulary will be used by students when they communicate with other people. so, the students in language teaching should use their vocabulary when they speak with other students. in other words, they should improve their speaking skill before the other skills. this skill will be improved by knowing a lot of vocabularies. vocabulary takes an important role in teaching english to build language proficiency. the student will have good language proficiency in four language skills if the students know a lot of vocabulary. all that vocabulary will be used by students when they communicate with other people. so, the students in language teaching should use their vocabulary when they speak with other students. in other words, they should improve their speaking skill before the other skills. this skill will be improved by knowing a lot of vocabulary. the importance of vocabulary vocabulary is basic aspect in learning english that must be mastered by learners (nur aziz & rohmah, 2022). mastering vocabulary, it will help them to communicate orally or in written as well. according to rivers, vocabulary is essential for successful second language use because, without an extensive vocabulary, learners will unable to use the structures and function we may have 48 learned for comprehensible communication from the definition we can conclude that vocabulary is important elements in using english, that must be mastered by learners. students can express their ideas well, when they have a good skill to mastery vocabulary. kinds of vocabulary there are at least five kinds of vocabulary (hatch & brown, 1995:181-243). they are follows: a. word classes it is known well as parts of speech such as noun, verb, adverb, adjective, pronun, preposition and conjuction. b. word families it clarifies about affix and the shift of word. example: play – plays – played = inflected play – replay – playful =derivatives c. word formation worf-formation can denote either a state or process, and it can be viewed either diachronically or synchronically. example : 1. compounding = second-hand, word processor, typereseacher. 2. blending = information+ entertainment = infotainment. 3. clipping = electronic mail = mail. 4. influenza = flu d. collocation it can be called as two wors usually found together. example : this week, once more, once again, as well. e. homonysms it has same form but different in meaning. example : well = sumur, left = kiri, well = baik, left = berangkat aspect of vocabulary there are three aspects to teach vocabulary. these are: a) meaning the teacher should try to get the meaning to the class without using translation. this is not preferable on the ground that translation may or may not provide the meaning of the word accurately and precisely. it is advocated as it enables the class to go without grasping the meaning of a word thst they learned to pronounce rather that to depend upon the translation. b) spelling the students should know how to spell the word and how this differs from similary pronounced word. c) pronouncing pronouncing the word enables the students to remember it longer and identify 49 it more readily when they hear see it. those are the main the main aspects that should be implemented in teaching vocabulary. the word chain game focus on speeling and pronouncing. teaching vocabulary teaching vocabulary is an important role in english teaching to improve the effectiveness anf effieciency, teachers should not only understand the students’ difficulties of word study, but also use some useful strategies and methods (nur aziz & rohmah, 2022). only in this way they can help to improve the students’ language competence and their anility to use english freely in communication. teaching vocabulary is one of the way to develop english competence of person who are learning english because vocabulary is pne of the success keys in learning english/ teaching vocabulary development involves more than teaching the definition of technical or unfamiliar words in texts. many encounters with a word in a meaningful contexts are needed for students to acquire it. it also requires understanding how the words are learned in non-instructional context through conversation and reading. researchers claim we don’t learn much from looking up words in a dictionary and memorizing definitions (nagy, 1989). when teaching vocabulary special attention must be given not only to single words but also to playword (e.g. by the way); collections, or word partnerships (i.e. we’ll soon) and idioms. as an english teacher, we should know the appropriate techniques of teaching vocabulary for students. according to the study of hatch and brownin the journal of qi pan and rujiang xu, learners’ strategies for learning vocabulary fall into five essential steps: 1. having source for encountering new words. 2. getting the forms of the words. 3. learning the meaning of the words. 4. making a strong memory of the words. 5. using the words (pan & xu, 2011). while teaching vocabulary, teachers should take into account the three important aspects of vocabulary learning; words form, word meaning, and word use. in other words, teaching vocabulary should cover both the central features of lexical items and their relations with other words. on the basic of above-mentioned theory, qi pan and rujiang xu said that they used the following methods in their lexical 50 teaching, which have proved to be very powerful and effective. a) teaching vocabulary in context context means the word that come just before and after a word, phrase or statement and help to understand its meaning. as lu shu xiang said that only by being an a context will a word be alive. similarly, stevick pointed out, vocabulary is eiser to learn in context than in isolated word lists in that such meaningful context permit this more context and deeper cognitive processing, which enhances strogr in memory. thus words should not be thaught out of context. moreover, context teaching caters to students need for effective reading and communication by maing correct use of words learnt. more importantly, context teaching helps cultivate students good reading habit of reading between the lines, thus improving their reading comprehension. teaching vocabulary in the context is more helpful to learners to master word that carries different meanings in different context (nur aziz & hoesny, 2022). take the word means for example: only a man of means could afford to buy such a big house .(money,income or wealth). b) teaching vocabulary with semantic field theory what that belong to the same semantic class are in the same semantic field. according to the theory of semantic field, the meaning of a word is decided by its relationships with other words in the same semantic field. there are various kinds of such sense relationships, for example: hyponymy, part/whole relationships, synonymy and antonymy. by association of word in the same semantic field, we can train our students to constantly deepen their recollection of words learnt and rainforce learning and retention of newly learnt words. c) the use of dictionaries usually we are sure that student want to know the meaning of many more words than teachers can teach them, the dictionary provides one of the best resources for students who increase the number of words they understand. but it’s better to use the monolingual dictionary. in it there are many more words than students will ever see in class. there is grammatical information about the words. there is information about pronounciation, spelling, word formation, and metaphorical and idiomatic use---a whole profile of a practical word. it requires teachers ti introduce to their methods of choosing and using a proper dictionary (pan & xu, 2011). d) using games 51 one of the interesting way to teaching vocabulary is using game because the students feel something different with their english lesson. some of them usually more understand with the material and remember the new words given. it is because almost all of the students feel bored with formalism in their lessons. so most of teachers using games in their teaching learning process to make the students understand with the materials. in this research the researcher will use games for her research. the name is word chain. this game is very interesting to makes students more interest with them materials. beside that, this game also can makes the students remember the new vocabularies or words given. definition of word chain game word chain game is a kinds of game purposing to improve the player’s ability in mastering vocabulary of words (gardner, 2007). according to firmansyah and adi mentions that word chain game is a wellknown game that has been applied in language teaching class for a long time (firmansyah, 2015). based on those opinions, it can be said that word chain game is one of the games can be used by the teacher in language teaching process. in japan, word chain game wellknown as shiritori game. the japanese give the definition to shiritori game as a japanese word chain game. hyakka argues that shiritori game is a word game played bymaking a chain of words 20 and each of players must say a word which is starting with the last syllable of the word that has already given by the previous player (hyakka, 2014). word chain game specially used in vocabulary teaching learning process. adachitoka said that “someone says a word, and the next person has to saya word that starts with the last letter of the previous word” (apriani et al., 2021). moreover, robico define word chain game as a game to create a new word by taking the last letter of the previous word. so, each of players must say word by word when they play this game. in other words, they will try to recollect all of their vocabularies that they have known before. it means, the writer can say that the rule of this game suitable to improve the mastery of english vocabulary. a. the steps of word chain game in addition, cullen the way to teach vocabulary by using word chain game are : 52 1. in the spoken version, one player starts the game by saying any word, for example “cat”. 2. the next player has to say a word that’s starts with the last letter of the previous our player‘s word. with cat, the last letter is t, so the next player might say “table”. 3. the next player does the same, this time looking for a word that’s starts with –e for example “elephant”. 4. the game continues does like this. it can stop when exhaustion sets in. 5. the written version is the same, except that the words are written on a sheet of paper that is passed from player to player (alan, 50 c.e.). variation: whole-class word chains 1. everyone in the class has a sheet of paper of the same size and writes a word on it at the same time. 2. when everyone is ready, each child passes his or her paper to the closets child. each player writes a word starting with the last letter of the word on the sheet of paper he or she received. then, when everyone’s ready, they pass the papers on again. 3. this goes on until the players get their own sheet of paper back. from explanation above, the writer can concludes that these word chains can make very interesting classroom displays. and if students successed in word of chain game, their vocabulary will increased and they can learn english language well. iii. method in this research the researcher used quantitative approach with pre experimental research. quantitative is a type of educational research in which the researcher used the statistical technique to understand and explain phenomena (latief, 2012). as cited in donald arys book “introduction to research in education “preexperimental has two design one-group pretest-posttest design, and static group comparison. the research use one group pretestposttest design because according to the researcher, this is the most simple design, only comparing between pretest and posttest and easy to do for the research population and sampling the population in this research was students of 2nd grade of mts hidayatush shibyan. that were 93 students and the sample of this research, the researcher choosed students of viii a, totally 27 students (9 female and 18 male) 53 the technique of data collection data collection technique is the way used by researcher to collect the data. as wrote by creswell in his book educational research planning, conducting and evaluating quantitative and qualitative research that collecting data means identifying and selecting individuals for a study, obtaining their permission to study them, and gathering information by asking people questions or observing their behaviors (creswell, 2002). based on the research method, the study was done into three steps. first step, the researcher wants to know the students’ vocabulary mastery by administering a pre-test. in the pre-test, students are ordered to do the test by multiple choices with 20 questions. second step, the reasearher gave treatment to the students. and the last step is the researcher wants to know the students’ vocabulary mastery after giving the treatment by word chain game data analysis technique in this research, the researcher prepared a test. as the technique for collecting the data. in this section, the research discussed about the technique to analyze the data. the technique of analyzing the data is test. after the results of pre-test and post-test were gotten by the researcher, the value of the pretest and post-test are analyzed. the researcher used t-test to get the result of this research. and formula is (suharsimi, 2006): ᵗ = 𝑀𝑑 √∑𝑋 2 𝑑 𝑁 (𝑁−1) md : mean of difference pre test – post test value xd : deviation of each subject (d-md) σ : number of deviation quadrate n : number of sample d.b : n-1 (number of sample – 1) md = ∑d n md : mean of difference pre test – post test value. σd : number of d (number of difference between pre test – post-test value) iv. result final result of this research, the researcher used t-test as instrument in this research to analyze and get the value. based on the computation of the test, the result of this research has a variant between before and after treatment. so, the t-test formula : md = ∑ d n the data of research: ∑x2d = 15.175 n = 27 md = ∑ d n = 535 27 = 19,814 54 ∑x2d = ∑d2 – (∑d)2 𝑁 = 15.175 − 535² 27 = 15.175 − 286.225 27 = 15.175 – 10.600 = 4.575 so, the computation t-test: t = 𝑀𝐷 √ ∑x 2 d 𝑁 (𝑁−1) = 19,814 √ 4.575 27 (27−1) = 19,814 √ 4.575 27(26) = 19,814 √ 4.575 702 = 19,814 √6,51 = 19,814 2,55 = 7, 77 with 𝛼 = 5% and df = (n-1) = 27-1 = 26, obtained ttable = 2,06. so tcount was higher than ttable (7,77>2,06). from the result, it can be concluded that there is a difference result between before doing treatment by word chain game and after do it. the students’ score of pre-test was 1935 whereas the students’ score of post-test was 2470. v. discussion the objective of this study is to know the effectiveness in teaching vocabulary after being taught by word chain game on vocabulary mastery. in order to gain the objectives of the study, the researcher conducts an experimental study with the design pre-experimental research one group pre-test post-test design. based on the research method, the study was done into two steps. first step, the researcher wants to know the students’ vocabulary mastery by administering a pre-test. in the pre-test, students are ordered to do the test by multiple choices with 20 questions. the result of pre-test is all of the students score is under passin score 70. it can be concluded that the students’ vocabulary mastery of mts hidayatush shibyan is low with the mean of pretest was 1935. the second step was giving a treatment to the students. the treatment here was teaching english vocabulary by word chain game. the researcher taught information related to the nature of people, animals, places, and job objects according to the context of their use. during getting the treatment, the students are enthusiastic to study vocabulary. all of the students were interested to memorize vocabulary by word chain game. the researcher did the treatment twice. the first treatment, researcher used material by the title the nature of people and animals. and at the second treatment, 55 researcher used material by the title places and job. as it was previously stated that the ttest was used to check the significant different in scores achieved by one group. the data analysis shows that t-count bigger than t-table (7, 77 > 2, 06). it means that the alternative hypothesis (ha) was accepted and null hypothesis (ho) was rejected. it shows that there was significant different score of the students’ between before and after being taught by word chain game. based on the hypothesis testing, the alternative hypothesis (ha) was accepted and the null hypothesis (ho) was rejected. from the explanation above, the implementation of word chain game in teaching and learning process gives a positive effect on the students’ vocabulary mastery, because they can study vocabulary easily and enjoy without any burden. it can be done because by fun learning, knowledge sharing and information can be understood and maintained well. this result is similar to izza zahrotul, umi sulusiatun nikmah, and wiwit ariyani research. the result of their research suggest that word chain game is effective as media tool in teaching and learning vocabulary, and that media give significant effect to student’s vocabulary mastery vi. conclusion teaching vocabulary by word chain game is effective. because, there is any significance difference in the achievement of the students’ score before and after taught by using word chain game. the result of statically computation using t-test shown that the result of pre-test and post-test was 7, 77. the t-table with significant level 5% and df 27 was 2, 06. so, was greater than (7, 77> 2, 06). from the data analyzed above, it can be conclude that ha was accepted and ho was rejected. references adachitoka “noragami: stray god volume 5: stray god 5, volume 8”, books.google.co.id, 2015. cambrige university press,2008,cambridge advanced learner’s dictionary,cambridge university press carrol,lewis word chains game of subtle changes. www.wordchains.com/faq.php 2007 cullen, a.t, 50wonderful word games : easy and entertaining activities that build essential language-arts skill, new zealand:teaching resources,1999. donald ary, et.al,2006, introduction to research in education, belmont: wadsworth http://www.wordchains.com/faq.php 56 firmansyah, a.y. & adi, h (2015). “applying the “word chain” game to teach descriptive speaking to the eight graders in smpn 26 surabaya”. jurnal mahasiswa unesa,vol 3, no 2.march 2017, 1-7. harimurtikridalaksana, 1983, kamus linguistic bahasa indonesia, jakarta: gramedia. hyakka, y, “kazuhide: nihon'nobunka kanko rekishi jiten”, books.google.co.id. 2014. izzah zahrotul, muhammadiyah university of purwokerto, the use of word chain game to improve vocabulary mastery of the eight grade students at smp n 3 kalibagor. john w. creswell, 2012, educational research planning, conducting and evaluating quantitative and qualitative research, 4/e, boston: pearson education inc, pg. 151. lyme cameron, 2001, teaching learning to young learners, cambridge: cambridge university press, p. 95. mohannad adnan latief, 2013, research methods on language learning an introduction, malang: state university of malang press. nunan d , practical english language teaching:young learners ( new york:mc grawhill/contemporary) 2005. qi pan and rujiang xu, “vocabulary teaching in english learning teaching”, theory and practice in language studies, vol. 1, no. 11, november 2011 hal.2. sugiyono, 2014, metode pnelitian pendidikan, bandung:alfabeta, p. 96. suharsimi arikunto, prosedur penelitian suatu pendekatan praktek, (jakarta: rineka cipta, 2013),53. umi sulusiatun nikmah, the use of word chain game to improve the fourth grade students’ vocabulary ability at sdn 2 kerjo in academic year 2010/2011. victoriabull,2008,oxford:learner’s pocket dictionary,uk:oxford university press inc. winarto surakhmad, pengantar penelitian ilmiah : dasar, metode dan teknik 1990, 227. 258 journal of english education and technology vol. 03 no. 03, oct 2022, pp. 258 269 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) how graphic organizer model effects on learners writing ability friendis syani amrulloh1, anni rufa’idah 2 uniersitas kiai abdullah faqih gresik1, mts mambaus sholihin, gresik2 friendissyani@gmail.com1, annurufaidah@gmail.com2 abstract this research aims to the effectiveness of the graphic organizer method in teaching descriptive writing at first grade in mts. mambaus sholihin. the graphic organizer method is used to teach the students how to use descriptive writing skills effectively. the research method was a pre-experimental design conducted in one group pre-test and post-test. to analyze the data, the researcher used paired sample t-tests to determine whether there was a significant effect before and after treatment in the experimental class. the implication of this research is the graphic organizer method's effectiveness in the students' descriptive writing. the result shows that the experimental group scores significantly differed before or after being taught the graphic organizer method. based on the results of the pre-test and post-test with the comparison of the magnitude of t that we get in the manual counting (t0) = 12,59 and the magnitude of t listed in the table of values (t.ts.5% = 2.03), we can know that t0 is more significant than tt .2.03 > 12,59. so it can be concluded that the hypothesis is accepted or ha is accepted, while ho is rejected. thus, it can be said that the results of teaching descriptive writing by using the graphic organizer method achieved a better score. finally, using the graphic organizer method is effective in the learning process because the graphic organizer method is one way of teaching students descriptive writing. keywords: graphic organizer, descriptive writing, learning ability i. introduction descriptive writing is a functional text that is difficult for students to learn. descriptive text is the text that describes the characteristics of someone, something, or a particular place (maulidah & aziz, 2020). description recreates a sense impression by translating into words the feel, sound, taste, smell, and look of things. emotion may also be described as feelings such as happiness, http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 259 fear, loneliness, gloom, and joy. the description helps the reader, through his or her imagination, to visualize a scene or a person or to understand a sensation or an emotion (burks & wishon, 2016). descriptive writing is a text to describe something, someone, or a place. the descriptive text has two main parts: identification and description. the structure of a text is called the generic structure. descriptive text is like describing the white house, animals, fruits, etc. the students’ in writing descriptive text needs an appropriate strategy, technique, and method to help their problem in teaching descriptive writing (maulidah & aziz, 2020). the graphic organizer method is one method that can help students with difficulties in writing descriptive text. graphic organizer methods are pictorial ways of constructing knowledge and organizing information. when incorporated into the lesson, these methods allow students to participate actively and contribute to their learning process. it can help the student’s capacity for active learning. additionally, the use of graphic organizers improves learning in the classroom. though very simple to the eye, graphic organizers are potent tools, highly instrumental in altering and improving the teaching and learning process in the classroom. graphic organizing is effective for teaching and learning, and the effectiveness of graphics organizers for gifted children and students with special needs. it can help students facilitate what they learn and memorize words. this strategy has various concepts that can help students and teachers in learning words. in addition, they can develop and categorize words in several aspects, depending on the topics and learning objectives (safitri, 2017). graphic organizers, also named visual maps, enable the use of skill areas of the brain entirely, help overcome the information load and allow the information and resources to be collected in one place. besides, they increase creativity providing flexibility in thinking and helping the individuals perceive the information entirely. moreover, they clarify thoughts utilizing relationships and organization and help individuals solve problems. graphic organizers provide a framework for students to connect existing knowledge to new information. it means that a graphic organizer is a beautiful method to get students actively involved in their learning. because graphic organizers include both 260 words and visual images, they are effective with many learners. thus, it will make learners more active because they are a learner’s center. media graphic organizer is one of the most influential media in english learning. teaching and learning many strategies can effectively improve the quality of student learning. ii. literature review a. definition of writing writing is both a physical and mental activity (aziz et al., 2022). at the most basic level, writing is the physical act of committing words or ideas to some media. on the other hand, writing is the mental work of inventing ideas, thinking about how to express them and organizing them into statements and paragraphs that will be clear to the reader. the process of approaching writing is writing activities that move students from creating ideas and changing data to the finished publication. the process approach is learner-centered on the learners' needs, expectations, goals, learning styles, skills, and knowledge (durga & rao, 2018). writing is the ability to express one side s in written form in a second or foreign language (aziz et al., 2022). it means that writing is an activity to express our ideas in written form. describes writing as a skill that draws on the use of strategies to accomplish various goals. students are generally required to express their learning in writing and based on their written responses. moreover, state writing is a complex activity that involves many skills, including deciding what to write, deciding the best way to arrange the word, and determining how to put the ideas into the paper as a writing product that is understandable to read by the readers. and there is no need to rush in the process of writing. descriptive text is a part of factual genres. its social function describes a particular person, place, or thing (wardiman et al., 2008). description in writing is creating visual images and sensory impressions through words. more often, description is a part of another piece of writing and is used to inform an audience about how something or someone looked or to persuade an audience to see something from the writer’s point of view (woodson, 1982). description recreates a sense impression by translating into words the feel, sound, taste, smell, and look of things. emotion may be described, too, as feelings such as happiness, fear, loneliness, gloom, and joy. 261 the description helps the reader, through his or her imagination, to visualize a scene or a person or to understand a sensation or an emotion (burks & wishon, 2016). description or descriptive etymologically is derived from the word describe. describe means to draw, illustrate or picture an object, place, or person to have a visual appearance of the object described (dirgeyasa, 2017). traditionally, descriptions are divided into two categories: objectives and subjective. in objective, you record detail without making any personal evaluation and reaction. in the subjective description, you are free to interpret the details for your reader; your reaction and description can be emotional and value-loaded. objective and subjective descriptions can serve various purposes. still, it is important to clarify that purpose to your reader in every case (miller, 2001). descriptive text has a function to describe something in detail to enable the readers to see, hear, feel and touch it directly and involve themselves in the event. the context of this kind of text is the description of a particular thing, animal, person, or others, for instance: our pets or a person we know well. an excellent descriptive text includes many vivid sensory details that paint a picture and appeal to the reader’s senses of sight, hearing, touch, smell, and taste when appropriate. descriptive text may also paint a picture of the feeling the person, place, or thing invokes in the writer (susanti, 2017). b. the definition of graphic organizer graphic organizer is a visual display that demonstrates relationships between facts, concepts or ideas. a graphic organizer guides the learner‘s thinking as they fill in and build upon a visual map or diagram. graphic organizers are visual representations of knowledge that structure information by arranging essential aspects of a concept or topic into patterns using labels. their primary function is to help present information concisely, highlighting the organization and relationships of concepts. states that graphic organizers can be adapted for use with elementary through secondary level students and its appropriate for all content areas. a teacher must be able to make teaching materials to provide students with tools to help students on the path to higher achievement in their descriptive writing skills. development of teaching materials to create a learning atmosphere for 262 students.graphic organizers that target elements of critical and creative thinking help develop students in their ability to understand a text's meaning. the advantages of developing graphic organizer method teaching materials for students are that they can organize information in a good way, can quickly summarize information, focus on relationships between information, express their opinions quickly, and be able to make an overview of the main topics (kurniaman & zufriady, 2019). c. teaching descriptive text in junior high school descriptive writing should be mastered by students in first grade because it is a requirement to achieve the standard of competence in the curriculum of junior high school. based on that curriculum, descriptive text is one kind of text that first-grade students in junior high school should master. one of the purposes of writing a descriptive paragraph is to describe things or persons. in describing a thing or a person, the students should know the object of description and be able to identify its features distinctively. thus, the paragraph which consists of adjectives or adverbs. in teaching-learning activities, the teacher needs a method to assist his/her in delivering the information and knowledge to students. mentions that method can help the learning process be simpler and perfect. one order to describe a picture as an object of writing is defined as a descriptive paragraph (linarti et al., 2015). an example of a method is that a graphic organizer can be a valuable resource for teaching writing. in line with this idea, teachers might choose some graphics in the classroom. by providing a graphic organizer, which includes the surroundings and familiar scenery, students can be helped in developing their writing. teaching with the graphic organizer method is a natural way to work towards meeting various curriculum standards at the state. it means that graphic organizer, which was taken from the surrounding environment can be helpful for teachers to achieve the goal of teaching in the curriculum. learning from contextual examples is easier to do. d. technique on teaching descriptive text to teach the writing of descriptive text, the teacher should have variant methods so that the students can understand how to write descriptive text well. here the example of teaching methods that are rarely used by 263 teachers to teach writing descriptive text likes graphic organizer method, grammar translation methods, task-based language teaching, communicative language teaching, situational language teaching, audiolingual method, cognitive code learning, contentbased instruction, and so on. many approaches are used to involve students in the teaching and learning process. the graphic organizer method may also attract the students' attention toward the achievement of writing skills and increase their motivation by actively being involved in learning. in addition, using appropriate methods in teaching writing can solve the problems in writing class. iii. method the approach in this study uses a quantitative approach. as for this type of research using pre-experimental research. it is called pre-experimental design; independent variables still influence the formation of the dependent variable (sugiyono, 2018). because it can guide every step done in research so that it is more logical and systematic. that's how we understand the data, measure it and then analyze it. there are several forms of preexperimental design, namely one group pretest and post-test, that the researcher will take. with this treatment, results can be known more accurately because they can compare with the situation before being given treatment. a. data collection data on students’ writing skills can be collected from writing teachers’ documents on students’ writing skills or by conducting writing assessments for the students. professional writing teachers conduct formal writing evaluations. therefore, writing teachers can provide research data on students’ writing skills. the function pretest is given to students at the beginning of a course to determine their initial understanding of the measures stated in the learning objectives.. iv. finding description data based on the data obtained by researchers that will be presented according to the time of research using a standardized test method of advanced 1st-grade students who use pre-test and post-test). analyzing the data can address problems that previously led to researchers formulating problems. this research is a type of preexperimental design with a design of one group pre-test and post-test. the research is based on mts mambaus sholihin suci 264 manyar gresik. in this study, the subject of the study was the 1st grade of 38 students. in this study, the data being used is quantitative. data retrieval is done by a test method. the method of testing used to know the increased descriptive skill of the 1stgrade students’ is by giving pre-test and post-test. in this regard, the cognitive test used is a descriptive problem that inspired students to write descriptions. the problem was before the application of the graphic organizer. this pre-test data is given to the student before the application of learning, and post-test data is given after the learning of 38 students. the following are the results of the pretest and post-test descriptive writing of 1st students at mts. mambaus sholihin. 1. the result of the pre-test the researcher had given a writing test before doing treatment to measure the effectiveness of the graphic organizer method in teaching descriptive writing. from the data analysis above, the researcher found a difference in average scores between the pre-test and post-test. from the table, the researcher explains the result of the test to achieve a better score for students before treatment and after treatment by using the graphic organizer method in teaching descriptive writing in 1st grade at mts. mambaus sholihin suci manyar gresik. table 1: classification of pre-test and post-test no score ∑d ∑d2 pre-test post-test (x-y) (x-y)2 1 50 70 -20 400 2 62 72 -10 100 3 45 75 -30 900 4 64 74 -10 100 5 55 60 -5 25 6 60 82 -22 484 7 44 70 -26 676 8 66 78 -12 144 9 50 72 -22 484 10 66 73 -7 49 11 54 75 -21 441 12 42 70 -28 784 13 54 80 -26 676 14 60 70 -10 100 15 48 57 -9 81 16 60 78 -18 324 17 50 70 -20 400 18 64 72 -8 64 19 66 90 -24 576 20 52 65 -13 169 21 62 88 -26 676 22 58 68 -10 100 23 52 80 -28 784 265 24 64 72 -8 64 25 58 78 -20 400 26 55 75 -20 400 27 62 70 -8 64 28 78 92 -14 196 29 58 65 -7 49 30 64 72 -8 64 31 72 90 -18 324 32 60 70 -10 100 33 58 80 -22 484 34 65 70 -5 25 35 54 60 -6 36 36 62 80 -18 324 37 60 70 -10 100 38 66 75 -9 81 n= 38 2220 2808 ∑d= 588 ∑d2= 112482 2. analysis of prerequisites testing normality as has been found in data normal testing measures, the variable data of pre-test and post-test value are grouped into the helpful chart as follows: pre-test table 2: pre-test analysis of prerequisites interval fo fh fo fh fo fh2 fo fh2 fh 40 46 3 1,02 1,98 3,92 3,84 47 – 53 5 5,06 -0,06 0,003 0,0007 4 – 60 15 12,9 2,1 4,41 0,34 61 – 67 13 12,9 0,1 0,01 0,0007 68 – 74 1 5,06 -4,06 16,4 3,25 75 81 1 1,02 -0,02 0,0004 0,0003 result 38 37,96 0,04 24,74 7,43 score fh = 2,7% × 38 = 1,02; 13,34% × 38 = 5,06; 33,96% × 38 = 12,9; 33,96% × 38 = 12,9; 13,34% × 38 = 5,06; 2,7% × 38 = 1,02. based on the calculations, the chisquare value was found in the table, with dk (degrees of freedom) 6 – 1 = 5. if dk is 5 and the error rate is 5%, then the chi-squared value of the table = 11,070. because the calculated chi-squared value is smaller than the table chi-square value (7.43˂ 11.070), the distribution of the student's pre-test score (x1) is normal. post-test table 3: post-test analysis of prerequisites interval fo fh fo – fh fo – fh2 fo – fh fh 50 – 57 1 1,02 -0,02 0,0004 0,000 3 58 – 65 4 5,06 -1,06 1,12 0,22 66 – 73 16 12,9 3,1 9,61 0,74 74 – 81 12 12,9 -0,9 0,81 0,06 266 82 – 89 2 5,06 -3,06 9,36 1,85 90 – 97 3 1,02 1,98 3,92 3,84 result 38 37,96 0,04 24,82 6,71 score fh = 2,7% × 38 = 1,02; 13,34% × 38 = 5,06; 33,96% × 38 = 12,9; 33,96% × 38 = 12,9; 13,34% × 38 = 5,06; 2,7% × 38 = 1,02. based on the calculations, the chisquare value was found in the table, with dk (degrees of freedom) 6 – 1 = 5. if dk is 5 and the error rate is 5%, then the chi-squared value of the table = 11,070. because the calculated chi-squared value is smaller than the table chi-square value (6,71 ˂ 11.070), the distribution of the student's post-test score (x1) is normal. hypothesis testing the researcher explains the hypothesis as follows: a. it explains "the effectiveness of graphic organizer method on teaching descriptive writing” b. for the advanced t-test hypothesis as stated above, the researcher used paired sample ttest statistical analysis. c. with a df of 37 in the t-value table at the 5% significance level, it turns out that with a df of 37, the critical price t (tt) at t-ta 5% significance is 2.03. with the comparison of the magnitude of t that we get in the calculation (t0) = 12.59 and the magnitude of t listed in the table of values (t.ts.5% = 2.03), we can know that t0 is greater than tt.2.03 > 12.59. so the proposed null hypothesis is rejected. based on the test value, it can be said that the graphic organizer method shows real effectiveness, which means that the alternative hypothesis is accepted.. v. discussion based on the research results, the researcher describes the research results in the previous chapter to answer the research objectives that were determined at the beginning. the explanation is as follows: it is finished for researchers. researchers use tests to measure the effect of the graphic organizer method on teaching descriptive writing. this study aimed to determine whether there was a significant influence on the learning outcomes of 1st-grade students in writing descriptive text. the results showed a significant effect of the group being taught using the graphic organizer method. this can be seen from the group's pretest and posttest results. the experimental class learns english subjects twice a week. 267 then the results of this study also showed significant differences between the experimental class before and after being taught with the graphic organizer method. these results indicate that students are more interested in writing and sharing their ideas using the graphic organizers method. the students were motivated to write descriptive text after using the graphic organizer method. this finding shows that graphic organizer helps students to focus on key concepts and related ideas. therefore, by implementing a graphic organizer method that can help teachers to effectively descriptive writing skills and critical thinking in teaching writing, teachers can improve the 50 students’ descriptive writing skills. the result is a significant effect of the graphic organizer method on teaching descriptive writing to students. that can be known based on the results of the pre-test and post-test. with the comparison of the magnitude of t that we get in the manual counting (t0) = 12,59 and the magnitude of t listed in the table of values (t.ts.5% = 2.03), we can know that t0 is more significant than tt .2.03 > 12,59. so it can be concluded that the hypothesis is accepted or ha is accepted, while ho is rejected. thus, it can be said that the results of teaching descriptive writing by using the graphic organizer method in mts. mambaus sholihin achieved a better score in 1st grade of mts. mambaus sholihin suci manyar gresik. this can be seen from the development of research. research from yulia udin safitri. ”the effectiveness of graphic organizers in teaching vocabulary at the second grade students of smp negeri 1 tellu siattinge”. if this method can effectively teach vocabulary to second-grade students of junior high school. and then research from siti hajar basyaruddin.“ the implementation of graphic organizers to help students generate ideas in speaking.” this research measures the effect of the implementation of graphic organizers on helping efl learners to generate ideas in speaking. the result indicates that the student’s achievement in generating ideas in speaking is improved. different from the researcher if the researcher used the graphic organizer method in teaching descriptive writing. the data showed that the students' descriptive writing skills increased. we can know the usefulness of activities that can be done 51 if they can be learned because this method is straightforward to help students write descriptive sentences with exciting ideas. 268 the results showed that the experimental group scores significantly differed before or after being taught the graphic organizer method. it can be concluded that the pre-test and post-test scores increased. this can be seen from the materials, scores, and activities used in 1st grade in mts. mambaus sholihin supports students' interest in learning more about descriptive writing finally, the use of the graphic organizer method is effective as a method in the learning process because the graphic organizer method is one way of teaching students descriptive writing skills. it serves to develop students' writing skills. this method not only aims to see how capable students are in writing by having to make graphs and then complete with vocabulary but also makes it easier to develop some vocabulary that they have never known before vi. conclusion based on the research results and discussion described in the previous chapter, the researcher can conclude several things: graphic organizer was a method that could help students teach descriptive writing. this can be seen from the development of research. the data showed that the students' descriptive writing skills increased. we can know the usefulness of activities that can be done if they can be learned because this method can quickly help students write descriptive sentences with exciting ideas. the results showed that the experimental group scores significantly differed before or after being taught the graphic organizer method. it can be concluded that the pre-test and post-test scores increased. this can be seen from the materials, scores, and activities used in 1st grade in mts. mambaus sholihin supports students' interest in learning more about descriptive writing. finally, using the graphic organizer method is effective in the learning process because the graphic organizer method is one way of teaching students descriptive writing skills. it serves to develop students' writing skills. this method not only aims to see how capable students are in writing by having to make graphs and then complete with vocabulary but also makes it easier to develop some vocabulary that they have never known before. vii. references aziz, i. n., setyosari, p., widiati, u., & ulfa, s. (2022). using metacognitive writing strategies to improve scientific article writing skills. international journal of early childhood, 14(03). 269 burks, j. m., & wishon, g. e. (2016). let’s write english. dirgeyasa, i. w. (2017). college academic writing a genre-based perspective. prenada media. durga, v., & rao, c. s. (2018). developing students’ writing skills in english-a process approach. journal for research scholars and professionals of english language teaching, 6(2), 1–5. kurniaman, o., & zufriady, z. (2019). the effectiveness of teaching materials for graphic organizers in reading in elementary school students. journal of educational sciences, 3(1), 48–62. linarti, h., wijaya, b., & suhartono, l. (2015). teaching descriptive text writing through photograph as a media and guided question as a technique. jurnal pendidikan dan pembelajaran khatulistiwa (jppk), 4(6). maulidah, u. n., & aziz, i. n. (2020). the effectiveness of online collaborative learning on students writing skills. educatio: journal of education, 5(2), 141–149. miller, g. (2001). the prentice hall reader. prentice hall. safitri, y. u. (2017). the effectiveness of graphic organizers in teaching vocabulary at the second grade students of smp negeri 1 tellu siattinge bone. sugiyono, p. (2018). quantitative, qualitative, and r&d research methods. bandung:(alfabeta, ed.). susanti, i. (2017). improving student’s ability at writing descriptive text by using the learning cell strategy at the first year of mts yayasan islamiyah medan in 2016/2017 academic year. wardiman, a., jahur, m. b., & djusma, m. s. (2008). english in focus: for grade vii junior high school (smp/mts). jakarta: pusat perbukuan departemen pendidikan nasional. woodson, l. (1982). from cases to composition. scott foresman & company. 173 journal of english education and technology vol. 01 no. 03, october 2020, pp. 173-184 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) the use of circ strategy on students’ reading comprehension skill imam nur aziz english language department, faculty of tarbiyah, institut keislaman abdullah faqih gresik imamnuraziz@gmail.com abstract reading is the most and useful skill for people. it is an activity that can update any information or knowledge. this research aims to know the effect of circ strategy on students' reading comprehension skills in the description text. this study used a quasi-experimental in which design involves two groups, namely the experimental group and the control group. the research was conducted in the experimental class consists of 20 students, and the control class consists of 20 students. the results show that the minimum score of pretests in the experiment class was 44, and the maximum was 84. while the minimum score of pre-tests in the control class was 44and, the ceiling was 78. on the other side, the mean of each group was different. the mean score of the pre-test experiment was 68,00, and the mean score of pre-test control was 61,50, and the minimum score of post-tests in the experiment class was 80, and the maximum was 92. while the minimum score of posttests in the control class was 68, and the maximum was 84. on the other side, the mean of each group was different. the mean score of the post-test experiment was 85,00, and the mean score of post-test control was 75,30. key words: circ, reading comprehension, cooperative learning. http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:imamnuraziz@gmail.com 174 i. introduction reading is the most and useful skill for people. it is an activity that can update any information or knowledge. we can get this information or knowledge from many sources, such as books, novels, poems, magazines, newspapers, and any other (aziz, 2019). if we read more, we will be able to get information and knowledge more too. reading is also an important tool for academic success (aziz & dewi, 2019). if the students have good ability in reading, it enables the students to get a better opportunity in achieving their study. on the ten contrary, if the students have poor knowledge in translation, it allows the students to face difficulties in completing their studies. in order, our reading skill can increase, we should practice our reading more and more. so, we will have a good sense of english (durukan, 2011). good readers can understand the individual sentences and, therefore, the organizational structure of a chunk of writing. they'll comprehend ideas, follow arguments, and detect implications. they know most of the words within the text already. still, they'll also determine the meaning of the many of the unfamiliar words from the context fielding this, and they'll use their dictionary effectively to try and do so. therefore, good readers can extract from the writing what's essential for the actual task they're employed in, and that they can bonk quickly (varisoglu, 2016). there are many strategies in improving students reading comprehension; one of them is cooperative integrated reading and composition (circ). circ is a learning strategy that combines cooperative learning with increased reading, writing, and art skills in language (r. e. slavin, stevens, & madden, 1988). in this strategy, students are involved in various cooperative activities in teams consisting of four to five members (mubarok & sofiana, 2017). in reading skills, students read aloud with their partners, identifying the grammatical components of the story; practice vocabulary, decoding, and spelling; and write compositions in response to stories. so they can receive instruction directly in reading comprehension skills. in the art of writing, a structured writing process is used where students work with teammates to plan, arrange, revise, edit, and publish compositions. the cooperative approach presents an innovative approach which is a shift from the paradigm in the field of language teaching. cooperative learning is a learning approach that is rooted in communicative language teaching (clt) learning. five elements build the essence of this approach, among others, positive dependence, individual accountability, face-to-face interaction, interpersonal skills, and group processing (jahanbakhsh, aliasgarizamani, & garman, 2019). the results show that student reading and composition (circ) 175 can work significantly and better to increase reading comprehension knowledge. reading comprehension is the primary concern as a general indicator in the achievement of reading because understanding a text is an integration between the text's meaning of the passage (soden et al., 2015; stanley, petscher, & catts, 2018). understanding a reading can be understood as the ability to understand and use text for learning and is a fundamental skill that must be learned by language learners (soden et al., 2015). individual differences in reading comprehension is a cognitive-linguistic ability (stanley et al., 2018). cognitive-linguistic factors of learners have an impact on their reading comprehension. therefore, english teachers have to activate the cognitive process and motivate the students’ attention and stimulate their interest to learn english reading (aziz, 2019). because the primary context of reading comprehension should be able to be placed in the early years of elementary school, thus in the next level, students can develop their reading comprehension skills. ii. literature review a. understanding cooperative learning the teaching of shade in constructivist theories of learning is cooperative learning. the model of this learning developed from constructivism theory learning, spring from ideas of piaget and vygotsky (santrock, 2018; e. r. slavin, 2012). based on the research of piaget, the first time said that knowledge built of children's ideas (piaget, 1929). theory-based on cooperative learning is the basis of the constructivism approach theory in the study is an approach in which the student must find and transform the complex of information individually, investigate the information with instruction do and revise it if needs. cooperative learning as the main strip in education practice includes the central piece in education practice; one other thing is to upgrade the attainment of students’ achievement (slavin robert, 1995). also, some positive consequences which develop the relationship between teamwork, an acceptance toward classmate that has a feeble-minded in academic level and upgrade self-esteem. the other reasons are an appearance or awareness that students are needed to learn for thinking, finishing problem, integrate and applicate the ability and their knowledge, that is, learning cooperative is tools which are useful for reaching those matter (slavin robert, 1995). cooperative learning is a learning model in which students teach in small groups who have different ability levels. in finishing the group task, every member is doing together and helps to understand the learning materials. the teaching of cooperative learning agree with human character as a social creature who interdependence complete 176 with other people, have purpose and accountability together, sharing division of labor, and same feel. in exploit the reality, study learning together will train the students to share the knowledge, duty, and accountability. they will learn to realize each other. cooperative learning is teaching activities that working together with the group and construct the concept to finish the problem-based. the group consists of 4-5 students, heterogeneous (ability, gender, and character), there is control and facilities, and ask the resulting accountability of group are report or presentation (altun, 2017). cooperative learning divided become six phases (jauhar, 2011): phases/stages the teacher of activities explains the purpose and motivate the student. the teacher explains the learning purpose will be reached on the lesson and motivate the student to study. provide the information the teacher provides the information to students with demonstration methods or through reading material. organize the student in the groups of study the teacher explains to the student. conduct the work team and study the teacher conducts the groups of study do their duty evaluation the teacher evaluates the study result about material have been learned, or each of group presents the study result give appreciation to individual or group who get the group result such as by giving a reward the teacher looks for manners to appreciate, neither effort nor the result of study individual and group based on roger and david johnson, there is five substance which should be applied in cooperative learning below: 1) positive interdependence 2) individual accountability 3) face facing promotive interaction, 4) participation communication 5) group process evaluation from the principle above, we can conclude that collaborative learning convince the students’ to have primary substances for reaching the purpose. each student’ have a duty with the role that supports, connects, completes, and interdependence each other with other students’ in the group, finishing the problem 177 togetherness, with face to face promotion interaction, and a useful purpose will not be achieved. the elements of cooperative learning those are seven of elements in cooperative learning below: 1) students’ in the group have to assume that they are team 2) students’ are responsible for everything in their group/team 3) students’ have to observe that all of the members in their group have the same purpose 4) students’ have to divide the duty/task and some responsibility between the member of the group 5) students’ will get an evaluation or given appreciation which going to get for all of the groups/team 6) students’divided leadership qualities and they need skill for learning together during the learning process 7) students’ are going to ask account for all of the materials individually in cooperative learning thus, the students should have the human spirit in the group, and students must have accountability between the member of the team. the factor of supporter is motivation from the group during the learning process, which they have to teamwork for finishing the task. b. understanding of circ method two kinds of language skills must be mastered since the existence of the world of education, namely students’ skills in writing and reading. learning these two skills would be a prerequisite to master any skills. the acquisition of reading skills underlying the invention of the cooperative integrated reading and composition (circ) strategy. circ strategy development resulting from an analysis of the standard teaching problems such as reading, writing, language art, and revealed something from reality. one of the main focuses of circ activities is to make use of more productive time. students study in cooperative teams coordinated by the teaching of the reading group, to meet the objectives of the aspects such as reading comprehension, vocabulary, and message reading in the material being studied (halimah, 2014). circ is one of the methods that are developed from cooperative learning. in cooperative learning, students will sit together in a group to master the lesson from the teacher. the important thing is students help each other to be successful. cooperative learning gives ideas that students have to make pleasant cooperation in education and responsibility to their friends in one group with as good as the result of training (ferguson-patrick & ferguson-patrick, 2016). cooperative integrated reading and composition (circ) is also a school-based 178 program that targets reading, writing, and language arts in grades 2 through 8. the principle program elements are direct instruction, related activities story, and integrated language arts or writing instruction. each student is paired with another student and then assigned to a group of students at the same or different reading levels. this learning team works cooperatively on related activities program. all activities involve teachers’ presentations, team practices, peer pre-assessments, additional practices, and also testing. students are encouraged to cooperate and help one another because students’ scores on individual assessments are summed to form team scores (r. e. slavin, 2015). cooperative, integrated reading, and composition (circ) strategy is one of the learning strategies through cooperation, is designed to improve reading, writing, and other language skills in the upper grades education. circ strategy presents a structure that increases not only opportunities for direct teaching in reading and writing but also applying composition writing techniques. circ strategy is developed to support traditionally used through the “skill-based reading groups” approach. this study conveys to collaborate with finding reading achievement ways in the descriptive text (durukan, 2011). iii. method the design of this research was conducted in experimental research design. the researcher used a quasi-experimental model by non-randomized control-group pretest and posttest design. quasiexperimental is one approach of research that uses two groups; those are the experimental group and the control group, which the experimental group as a class that gets the treatment and the control group that did not receive the treatment. variable variable is a critical term in research. every research involves variables to be measured. 1. independent variable: the independent variables antecedent to dependent variables and are known or are hypothesized to influence the dependent variable in which is the outcome. in experimental studies, the treatment is the independent variable, and the result is the dependent variable. the independent variable used the circ method. 2. dependent variable: the dependent variable is students’ reading comprehension skills in the descriptive text in the first grade of mts in tuban. the research was conducted in the test class consists of 20 students, and the control class consists of 20 students. the researcher took the students vii a as an experimental class and the students' vii b as a control class. 179 iv. result and discussion a. description of the data to find out how effective the circ method on the ability to read critical reading skills on descriptive text. the researcher used a quasi-experimental research design. the result of the data obtained by providing tests to the experimental class and control class after giving treatment. the subject of this study is divided into two categories. they are (vii a) as an innovative class and (vii b) as a control class in which the number of each class consists of 20 students. the researcher gave the test as a research instrument. the test is given before the students are given treatment. then the researcher provides treatment to the experimental class using the circ method and control class using the conventional method. and the last the researcher gave a post-test to both innovative class and control class. the description of the pre-test score in this part, the researcher presented the result of the students’ reading scores in the pre-test. the descriptive statistics of the pre-test was shown in table 4.1 below. table 1 the descriptive statistic of pre-test score n mea n std. devia tion std. err or 95% confidence interval for mean min imu m m ax im u m lowe r boun d up per bou nd pretest expe rime nt 20 68.0 0 9.625 2.15 2 63.50 72.5 0 44 84 pretest cont rol 20 61.5 0 9.012 2.01 5 57.28 65.7 2 44 78 tota l 40 64.7 5 9.774 1.54 5 61.62 67.8 8 44 84 table 1 showed the students’ score before getting the treatment. the minimum score of pre-tests in the experiment class was 44, and the maximum was 84. while the minimum score of pre-tests in the control class was 44and, the ceiling was 78. on the other side, the mean of each group was different. the mean score of the pre-test experiment was 68,00, and the mean score of pre-test control was 61,50. tabel 2 the descriptive statistic of post-test score n mea n std . de viat ion std. err or 95% confiden ce interval for mean min imu m ma xim um 180 lo wer bou nd up per bou nd posttest expe rime nt 20 85.0 0 4.0 78 .912 83. 09 86.9 1 80 92 posttest cont rol 20 75.3 0 4.0 67 .90 9 73. 40 77.2 0 68 84 total 40 80.1 5 6.3 47 1.00 4 78.1 2 82.1 8 68 92 table 4.2 showed the students’ scores after getting the treatment. the minimum score of post-tests in the experiment class was 80, and the maximum was 92. while the minimum score of post-tests in the control class was 68, and the ceiling was 84. on the other side, the mean of each group was different. the mean score of the post-test experiment was 85,00, and the mean score of post-test control was 75,30. normality test table 3 result normality test of pre-test and post-test in experiment class and control class tests of normality class kolmogorovsmirnova shapiro-wilk stat istic df sig. stat istic df sig. studen ts' readin g score pretest experi ment (circ ) .200 20 .03 5 .899 20 .04 0 posttest experi ment (circ ) .219 20 .01 3 .865 20 .010 pretest contro l (conv ention al) .108 20 .20 0* .944 20 .291 posttest contro l (conv ention al) .218 20 .01 3 .930 20 .158 *. it is a lower bound of real significance. a. lilliefors significance correction data normality test using the kolmogorov-smirnov method. the requirement of data is said to be normally distributed if significance or value p>0,05. according to the result of the data normality test above shows, the result pre-test of experiment class significance is 0,35. it is shown that data normally distributed because significance is 0,35> 0,05. while the result pre-test of control class significance is 0,200, it is shown that data normally distributed because significance is 0,200 >0,05. meanwhile, the 181 result of the data normality test above shows that the result post-test of the experiment class significance is 0,13. it is confirm that data normally distributed because significance is 0,13 > 0,05. while result posttest of control class significance is 0,13. it is shown that data normally distributed because significance is 0,13> 0,05. thus, it can be concluded that result pre-test and post-test in experiment class and control class both of them are normally distributed. it can be seen from the significance of both of them is more than 0,05. 1. homogeneity test a homogeneity test is performed to find out whether the data from the two groups have the same level of data variance or not. the data to be tested for homogeneity is the result of the pre-test of the experiment class and control class. the decision-making criteria are if the significance is more than 0,05. table 4 result homogeneity test of pre-test based on the result of the homogeneity pre-test shows that the level of significance is 0,811. homogeneity test of the post-test. homogeneity tests were also performed on post-test data. post-test data result obtained from test scores given to the experimental class and control class after being treated, namely the cooperative learning type circ method for innovative class and conventional method for the control class. the decision-making criteria are if the significance is more than 0,05. this analysis uses a statistical computation with spss 20.0 for windows program that is one way anova. table 5 result homogeneity test of posttest based on the result of homogeneity post-test shows that the level of significance is 0,586. data analysis and research hypotheses based on the results of the normality test above, it is concluded that the data are typically distributed. then the researcher uses the parametric analysis in this study using the t-test. hypothesis testing using a t-test aims to determine differences in average the students’ reading skills. table 6 result of t-test of independent samples test test of homogeneity of variances levene statistic df1 df2 sig. .058 1 38 .811 test of homogeneity of variances students' reading score levene statistic df1 df2 sig. .301 1 38 .586 182 independent samples test result levene 's test for equali ty of varian ces t-test for equality of means f si g. t df sig. (2taile d) mea n diff eren ce std. err or diff eren ce 95% confide nce interval of the differe nce lo we r u pp er equal variances assumed equal variances not assumed .3 01 .58 6 7.53 2 38 .000 9.70 0 1.28 8 7.0 93 12. 30 7 7.53 2 38. 00 0 .000 9.70 0 1.28 8 7.0 93 12. 30 7 based on the table above, the calculations on the average difference test the students’ reading skill between pretest and posttest can be seen if the significance or sig (2-tailed) >0,05. then, the null hypothesis (ho) was accepted, and the alternative hypothesis (ha) was rejected. while, if the significance or sig (2-tailed) < 0,05. then, the alternative hypothesis (ha) was accepted, and the null hypothesis (ho) was rejected. it appears that the probability value was at significance (2-tailed) was 0,000. based on the results of the t-test output, obtained a value of sig (2-tailed) was 0,000 < 0,05. then, according to the basis of the decisionmaking it can be concluded that ho was rejected, and ha was accepted; it means that there are an effect and difference between the average learning outcomes of the experimental class and control class. based on the information shows that cooperative integrated reading and composition (circ) method on the ability to read critical reading comprehension skills on the descriptive text at mts islamiyah kebomlati plumpang tuban was an effect and also significant differences between experimental group and control group. by using the cooperative integrated reading and composition (circ) strategy in the class, the students are more motivated and enthusiastic in following the lessons, and the students are more interested in reading critical reading skills on descriptive text compared to using the conventional method. it can be concluded that the cooperative, integrated reading and composition (circ) method on students’ critical reading comprehension skills at the first grade of mts islamiyah kebomlati plumpang tuban more useful and desirable in the learning process. v. conclusion based on the result of the study above shows that cooperative integrated reading and composition (circ) method on the ability to read critical reading skill on the descriptive text at the first grade of mts 183 islamiyah kebomlati plumpang tuban was an effect and also significant differences between experimental group and control group. the students are more motivated, more interested, and enthusiastic in following the lessons by using cooperative integrated reading and composition (circ) method. thus, the circ method is more effective than conventional means. this show that circ method can improve students’reading skill in the learning process at class and the students of vii grade can be better, seen from developments before and after being given treatment by using circ method. vi. references altun, s. (2017). the effect of cooperative learning on students’ achievement and views on the science and technology course. international electronic journal of elementary education, 7(3), 451–468. aziz, i. n. (2019). implementation of sq3r method in improving the students’ basic reading skill. educatio: journal of education, 4(1), 102–110. aziz, i. n., & dewi, y. a. s. (2019). the concept of language environment: a descriptive study at madrasah aliah keagamaan gresik. edukasi: jurnal pendidikan islam, 7(2), 1–23. durukan, e. (2011). effects of cooperative integrated reading and composition (circ) technique on reading-writing skills. educational research and reviews, 6(1), 102. ferguson-patrick, k., & ferguson-patrick, k. 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(2017). cooperative integrated reading and composition (circ) and reading motivation: examining the effect on students’ reading ability. lingua cultura, 11(2), 121–127. piaget, j. (1929). the child’s conception of the world (first). london: routledge taylor & francis group. santrock, j. w. (2018). educational psychology : theory and application to fitness and performance (sixth). san francisco, new york: mcgraw hill.; pearson. slavin, e. r. (2012). educational psychology: theory and practice (eight). san francisco, new york: pearson an ab. https://doi.org/10.1007/s13398-0140173-7.2 slavin, r. e. (2015). cooperative learning in elementary schools. education 3-13, 43(1), 5–14. slavin, r. e., stevens, r. j., & madden, n. a. (1988). accommodating student diversity in reading and writing instruction: a cooperative learning approach. remedial and special education, 9(1), 60–66. slavin robert, e. (1995). cooperative learning: theory, research, and practice. massachusetts: a simon and schuster company. soden, b., christopher, m. e., hulslander, j., 184 olson, r. k., cutting, l., keenan, j. m., … petrill, s. a. (2015). longitudinal stability in reading comprehension is largely heritable from grades 1 to 6. plos one, 10(1). stanley, c. t., petscher, y., & catts, h. (2018). a longitudinal investigation of direct and indirect links between reading skills in kindergarten and reading comprehension in tenth grade. reading and writing, 31(1), 133–153. varisoglu, b. (2016). influence of cooperative integrated reading and composition technique on foreign students’ reading and writing skills in turkish. educational research and reviews, 11(12), 1168–1179. 17 journal of english education and technology vol. 05 no. 01, march 2023, pp. 17 30 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) teaching reading through two-stay two-stray for islamic junior high school imam nur aziz universitas kiai abdullah faqih gresik imamnuraziz@gmail.com abstract this studies pursuits to realize the impact of live strays on studying comprehension in islamic junior excessive schools. reading comprehension is the manner that calls for the reader to decipher the language and assemble a significant complete as the writer intended. it isn't always approximately know-how which means of the text. this studies makes use of an experimental layout with a test and a manage group. researchers used the take a look at as a device on this study. he took the take a look at twice, a pretest and a post-take a look at. pretests have been used to evaluate college students' preliminary expertise of studying comprehension of narrative texts, and post-checks have been used to degree college students' studying comprehension after receiving treatment. the end result indicates that the post-take a look at statistics found out good sized variations in studying comprehension amongst college students’ with inside the experimental and manage classes. a pupil taught historically can display this with the aid of using her common speaker performance. students taught the use of the -stand -scatter method (76.43) scored better than the ones taught the use of the direct method (68.21). furthermore, from the effects of the t-take a look at, sig. (0.002) < 0.05. keywords: two stay two stray, reading comprehension, descriptive text, islamic junior high school http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:imamnuraziz@gmail.com 18 i. introduction reading is one of the fundamental ways to build knowledge. it offers several activities to help you understand written expressions (aziz, 2020a). a lot of knowledge, information, or solutions to problems can be obtained through reading. knowledge construction is the stage of reading and discovery (fatoni, 2020). so reading helps you get a lot of information to increase your knowledge. it is one of the learning tools that is always included in classroom activities. it's also important to recognize that many worldwide read books in multiple languages. for various reasons, most people have learned to read in a second or third language. these include exchanges within and between heterogeneous multilingual nations, large-scale migration movements, global transportation, opportunities for further education, and the spread of the broader language of communication (aziz, 2020b). reading comprehension is one of the crucial capabilities in gaining knowledge of english. it is debated international that studying comprehension is the maximum critical overseas language skill. in particular, college students might also additionally want to examine english fabric for his or her difficulty however now no longer talk the language (muhid et al., 2020). much of our current thinking about analyzing focuses generally at the motive of the activity. even if a project is executed for fun, it's miles nevertheless intentional (vanderplank et al., 1996). also, maximum college students aren't interested by reading. this scenario is due to the fact instructors educate college students monotonously, making the studying method passive and inefficient. it is also a problem that the student's reading motivation is low, and it is difficult to understand the sentences due to the small vocabulary. it is tough to reply the questions. students nonetheless have trouble with a few vital elements of reading. determine the generality of a textual content, locate the primary idea, recognize the motive of the textual content and unique linguistic capabilities of the textual content, etc. based at the above problem, the authors advise a 2-live 2-stray technique. this technique makes college students extra lively in magnificence and improves their analyzing comprehension. in general, twostay two-stray is a pastime wherein college students continue to be on a crew even as the alternative are trying to find facts from every other crew. two stay two stray is certainly considered one among his co-studying 19 strategies developed (shaw & kagan, 1992). the tsts method is basically a set dialogue model. each member of the organization has their responsibility (college students become 'scatterers,' and the alternative of her college students become 'stayers' (al halim, 2019). this approach makes use of student-focused sports instead of teacher-focused sports. so, two stay two stray is a collection discussion, and the contributors of this organization will encompass her 4 students. the percentage the outcomes in their discussions as sojourners, and each of them as strays search for discussions in different groups. desrina elita, zainil, and desmawati radjab labored at the topic 'improving analyzing comprehension of textual content counting college students via the provided two stay two stray (tsts) technique.' implementing tsts strategies improves college students' analyzing comprehension of mentioned texts (elita & radjab, 2013). other recent studies have shown a significant difference between students who received and did not receive the guidance of two sojourners and her two vagrants. using her two-stay-two-interspersed technique in the classroom encouraged students to express themselves positively in school. it is exciting. because this way, you don't feel embarrassed when you want to talk about grammatical errors. you can also show and share moral lessons, average thoughts on the story, reviews on the protagonist, etc. tsts is a group discussion where students are open to the views of other groups (lesia & angraini, 2018). ii. literature of the study definition of reading comprehension besides listening, speaking, and writing, analyzing is a critical talent in language learning. the number one intention of analyzing sports is to apprehend the means of the message content material with inside the language. (aziz, 2018) argued that analyzing may be regarded as an interactive system among the reader and the text. in different words, analyzing makes experience of a text, permitting readers to derive thoughts and statistics from what they read. some of them can be important, and others can be trivial. reading is knowing written text. reading allows us achieve our research and research many stuff approximately the arena via analyzing (jaya, 2021). reading provides students with a lot of meaningful information. (anders, 2019) found that reading comprehension is a complex process with success in many skills. 20 reading comprehension is incorporating understanding into texts to extract which means from them. the technique calls for the reader to decipher the language and assemble a significant entire as the writer intended. it isn't approximately expertise the significance of the text. (haerazi & irawan, 2020) added that reading comprehension is not just about reading aloud or reading aloud but also understanding the meaning of a text. purposes of reading (harmer, 2001) suggest numerous functions of studying: studying to affirm expectancies and extract precise facts, studying for conversation tasks, studying for popular understanding, and studying for details. reading for popular comprehension (knowledge) and distinctive comprehension (characteristic and discourse). the cause of those is to discover expectancies: to this end, college students have interaction in studying to discover expectancies approximately the facts they consider is contained with inside the textual content. this method specializes in the advent section and encourages college students to assume the content material of the textual content, giving them an interesting and motivating studying goal. extract precise facts: when college students are requested to study a textual content to extract specific facts, they need to see the query or project to reply or entire earlier than studying the textual content. once you've got this, you may study it any manner you want. i want to test the textual content and extract the essential facts for the query. communication task: teachers can layout communicative interactions in studying classes. the trainer divides the magnificence in 1/2 of. you may be given a textual content in advance with inside the path and requested to study it. if the alternative 1/2 of asks them a query, they could solution it. have them write down the textual content even as answering the questions. general understanding: this goal entails college students soaking up simplest the textual content's principal points. readers are simplest searching out what they want to apprehend the complete textual content. it consists of a analyzing of diverse kinds, specially analyzing for fun. read novels, news, sports, etc. in-depth understanding: information: this analyzing interest pursuits for college students to remedy the troubles they study from the textual content. many texts are useful for distinct comprehension work. students could have a completely unique possibility to observe the written english language in detail, getting to know extra approximately 21 the issue be counted and usage. understanding detail: function and discourse: students should apprehend the shape of the textual content and apprehend the capabilities performed. in doing so, college students can recognize the discourse shape contained with inside the textual content and should be capable of decipher it to apprehend the textual content fully. based at the description, the writer concluded that the pupil should extract statistics from the textual content and locate all of the statistics to reply the question. if you need to apprehend the textual content, you should additionally grasp the grammar of the textual content. understanding two-stay two-stray the two stay two stray (tsts) technique was developed by (kagan, 1989). it may be carried out to any situation for any degree of college students. the two stay two stray shape lets in organization individuals to inform different organization individuals of the consequences of organization discussions. here college students paintings in groups or groups. they are allowed to invite their pals approximately their social lifestyles even as interacting with others in place of running individually. in different words, making use of tsts strategies creates interplay and twomanner conversation among college students in place of being attentive to a trainer or running alone. students can solicit, discuss, and proportion reviews amongst organization individuals (huda, 2013). for two stays and two strays, students are divided into four groups. next, the teacher will give the students readings for group discussion and set a time for the group discussion. each group has something to discuss. when time runs out, two of her four students leave the group and move to another group to review the information. while others stay in the group, they explain their material to other groups walking around them. this teaching and learning process allows students to share their thoughts on the material discussed. this method will enable students to share and discuss experiences while gathering information (fatoni, 2020). two steps continue to be strays. first, the trainer divides the scholars into businesses of 4 of her college students, who're heterogeneous businesses. second, the trainer offers every institution dialogue substances for dialogue with the participants of every institution. third: the scholar works cooperatively in her institution of 4. its reason is to permit college students to take part actively with inside the concept 22 process. fourth, after completion, of hers from every institution left the institution to go to the alternative institution. fifth, the 2 human beings with inside the institution have the venture of sharing their paintings and facts with different institution guests. sixth, the visitor excuses himself and returns to his institution to record findings from the alternative institution. seventh: the institution consents and discusses the effects in their paintings. week 8: each institution offers their paintings (huda, 2013). here is the scheme of the one stay two stray method: application procedures of tsts in this approach, every institution (together with 4 participants) has the possibility to proportion the consequences of the institution dialogue with the alternative companies via way of means of sending two "representatives" to the alternative companies with inside the class. given. two of her different participants continue to be with inside the institution and host "guests" who come from certainly considered one among hers with inside the different institution to are searching for information. (sihotang, 2017) states that the subsequent technique exemplifies how this method may be used to educate studying comprehension. the trainer divides the elegance into six businesses. each institution includes four individuals (assuming the route has 24 of her students). the trainer distributes the equal quick studying to every institution. each institution member have to underline hard phrases with inside the studying text. then they are trying to assist others recognize complex phrases through the use of dictionaries or explaining the that means at once to their friends. each institution sends individuals as "representatives" to the businesses to trade data approximately the read-aloud text. for example, group 1 sends individuals to group 2, which sends individuals to group 3. other businesses do the equal. the individual staying with the institution "greets" the 2 visitors and offers facts approximately the institution. teachers ought to make sure that everybody with inside the elegance has an possibility to talk stay stray 23 on the identical time. so you want to strike a chord or clap your palms to signify that a person desires to speak or stop. in this case, the trainer is the timekeeper. all "representatives" then go back to their authentic institution and percentage with their institution the facts obtained from the opposite institution. the trainer then publicizes that each one college students have to take a man or woman quiz, and every institution member submits their rankings to the institution earlier than all rankings are combined. each institution have to gain a complete rating of at the least 300. each pupil then takes a man or woman studying quiz. in this quiz, you have to solution her 10 questions on the studying textual content discussed. after the trainer offers the man or woman rankings, they integrate their rankings with the rankings of her different institution members. we can finish that this collaborative method includes college students transferring across the room even as operating with classmates to remedy troubles and solution questions. it additionally permits each pupil to 'be the trainer' they love. it additionally permits each pupil to 'be the trainer' they love. when college students percentage their thoughts and notion methods with others, it allows them advantage a deeper know-how of the standards at hand. iii. method the study method was a quasiexperimental design. although quasiexperimental designs lack randomization, other strategies have been employed to achieve the same control over unrelated variables (ary et al., 2010). in the study, researchers used quantitative research in a quasi-experimental fashion as the design. a quasi-experimental is a research approach that uses two groups, an experimental group and a control group, where the experimental group is the class that receives treatment and the control group receives no treatment. researchers chose her two classes in this study as an experimental and control group. research instrument researchers used the test as a tool in this study. he took the test twice, a pretest and a post-test. pretests were used to assess students' initial knowledge of reading comprehension of narrative texts, and posttests were used to measure students' reading comprehension after receiving treatment. the reading comprehension test administered by students consisted of reading and comprehending narrative texts to answer multiple-choice questions. the exam was conducted in a limited amount of time. students had to complete the task in 120 minutes. 24 data collection technique the records series approach utilized by researchers on this look at is a pretest performed at the primary meeting. it became meant to offer early understanding approximately students' cap potential to examine narrative texts earlier than present process remedy. both groups (experimental and manipulate groups) underwent a pretest. the remedy became as long as 3 meetings. the lessons have been an experimental organization and a manipulate organization. experiments have been achieved with inside the two-stay twostray (tsts) and conventionally with inside the manipulate organization. the system for coaching with the tsts approach and coaching with the traditional method. data analysis technique researchers used ibm spss statistic 20 for windows to analyze student reading test data. additionally, in the spss program, researchers use the independent-samples ttest to identify significant mean differences in post-test scores of students between experimental and control groups. iv. finding during the study, researchers extended the material to students via narrative texts. treatment of experimental and control classes. in an experimental class, we implemented a two-stay-two-stray. in the control class, no two-stay-two strays were used. researchers then used a multiplechoice test to measure students' reading comprehension. the description of pretest score in this part, the researchers provided the outcomes of comparing the texts the scholars study withinside the pretest. pretest descriptive data are proven in table 1 below. table 1 descriptive statistics of pretest table 1 indicates the rankings of the scholars earlier than treatment. there turned into a similarity among the most and minimal rankings for every organization. the minimal rating turned into 40, and the most rating turned into 80. on the opposite hand, the approach for every organization had been different. the imply rating for the pretest experiments turned into 59.46, and the imply rating for the pretest controls turned into 58.21. the description of the post-test score in this part, the researchers supplied the outcomes of the scholars analyzing the 25 narrative on a post-check. post-check descriptive records are proven in table 2 below. table 2 description of post-test table 2 shows the scores of the students after receiving treatment. the experimental post-test minimum was 60, and the control post-test minimum was 50. the maximum control post-test score was 85, and the maximum experimental post-test score was 90. on the other hand, the means of each group were different. the average post-test experimental score was 76.43, and the average post-test control score was 68.21. data analysis hypothesis checking out is the closing step to locating out the solution to the studies speculation. from the speculation test, whether or not two-live two-stray undoubtedly affected college students or now no longer might be found. ho is wellknown if the huge price (tailed) is better than 0, 05 and rejected if the huge price is decrease than 0, 05. in contrast, ha is received if the significant value (tailed) is decrease than 0, 05 and disregarded if the huge price is better than 0, 05. to examine the information from the college students' studying test, the researcher used spss 20 to get the end result. the end result may be visible as comply with in tabel 3: table 3 independent samples test table three suggests that the want for records could be very high. it may be visible from the sig cost of 0.002. data are taken into consideration full-size if sig. (two-tailed) is much less than 0.05. the end result become sig 0.002 < 0.05, and we should finish that the records have been full-size. it approach that the implemented 2-stay-2-vagabond method notably affected students' analyzing comprehension, which become enough to reject the null hypothesis. the desk above suggests the calculation of the pupil analyzing imply distinction take a look at among the pretest and post-take a look at records whilst the importance or full-size distinction (two-tailed) possibility cost is 26 0.002, primarily based totally at the output of the t-take a look at. v. discussion the effect of tsts on students’ reading based on the results, students responded positively to learning in tsts. therefore, as their learning progressed, their reading improved, and they achieved positive results in their social relationships with their friends. we were able to have a significant interdependent relationship. as a result, their reading comprehension improved from before they were taught the tsts technique. this study also showed that these students responded positively to using the tsts to teach reading comprehension. not only did they learn how to acquire more knowledge, but they also learned how to interact with each other. it taught them to value the opinions and ideas of others. based on the results of the above studies, researchers believe that tsts helps students achieve better academic performance and positively impacts social relationships in the classroom. tsts can produce positive outcomes in terms of student social, attitude, and academic performance. this exciting technique encourages students to participate in discussions, think more critically, and be more willing to take responsibility for their learning. as (slavin, 1995) stated that collaborative learning in tsts emphasizes activity and interaction among students to motivate each other and help them master the learning material and achieve satisfactory learning outcomes. said to be a learning model. additionally, the authors noted that students had positive interdependencies during group activities. they discussed the text together and drew conclusions or answers based on the results of their discussion. in this case, the authors advised not to work individually to obtain reasonable decisions or similar opinions from the team. classroom conditions indicated that students could interact well with each other in group work. they actively expressed and solicited their thoughts and ideas regarding the content of the reading text. they sat face to face and discussed the meaning of the text, so they communicated well. these activities affected the capacity within the group. they could actively learn in groups without involving teachers and work individually on answering questions while discussing in groups. it was also individually responsible for. however, using the tsts in reading instruction, teachers acted as controllers, 27 counselors, and motivators. teachers did not actively discuss the material but only provided discussion guidelines. next, students had to explore the material independently or in groups to obtain more information. teachers only help students when they have problems, so tsts stimulates students' creativity. i was able to do it. thus the students themselves created a highly conducive learning situation in the classroom. it may be very distinct from the conventional coaching and studying system on top of things classrooms, wherein college students have a character studying system that is predicated on motives from the instructor. the instructor is the middle or number one useful resource for obtaining expertise there. therefore, college students are passive and handiest acquire substances from teachers. furthermore, now no longer all college students are actively worried in locating which means or discussing the passages they study. only stimulated college students are a hit in class. this scenario negatively influences character overall performance and development due to the fact college students aren't advocated to examine collectively and remedy issues with every other. the 2d dialogue offers with the maximum tough components of studying comprehension. data evaluation suggests that parts, inferences, and information are tough to understand textual content. to solution reasoning questions correctly, college students need to be capable of summarize statements from the textual content itself wherein the solution isn't explicitly stated. for extra info: if you do not study the textual content carefully, you could now no longer get the precise solution. the 3 factor explains that scholars taught in tsts expressed nice evaluations approximately the effect of this studying version on their overall performance. it turned into evidenced with the aid of using her 4 classes of the questionnaire: strategy, positive relationships, motivation, and material percentages. most college students strongly agreed together along with her use of the tsts method in phrases of strategy, because it turned into prepared in a set as opposed to a character fashion. also, every group consisted of college students from distinct cap potential levels, genders, and own circle of relatives backgrounds, so the scholars had nice relationships and proper interactions with inside the group. brilliant college students shared their expertise with much less smart college students. it created an awesome environment with inside the institution at some stage in the studying system and advanced robust teamwork. 28 in terms of motivation, students mostly agreed that using the tsts encouraged them to learn to read and write. in addition, students could learn from each other and together during group discussions. they were also very excited to discuss with other students from other groups. at the end of the lesson, the students received exciting rewards such as chocolates and candies. these rewards also had the effect of further increasing motivation. it is supported by (slavin, 2010) and (al halim, 2019), where group rewards are essential for collaborative learning effectiveness. motivate students to pay more attention to understand the text better and get higher scores. they were also motivated to learn by this model because it gave them an equal chance of success, boosted their confidence, and improved their academic performance. the students also made positive comments on the materials provided. the text of the story served as material. the passage was familiar to my students, so i encouraged them to study it. thus, it can be said that the student's reaction to her introduction of tsts into reading comprehension learning was positive. as a result, students not only continued to improve their reading skills but also had good results in their social relationships with their classmates. therefore, according to the results of this study, teaching-learning using tsts is effective, which was also supported by previous studies by other researchers. vi. conclusion analysis of the post-test statistics discovered good sized variations in studying comprehension amongst college students with inside the experimental and manage classes. a scholar taught historically can exhibit this through her common talking overall performance. students taught the usage of the two-stand two-scatter technique (76.43) scored better than the ones taught the usage of the direct technique (68.21). furthermore, from the outcomes of the t-check, sig. (0.002) < 0.05. it approach that this look at indicates that the 2-stay-2vagus technique is effective. from this look at, researchers determined that the two-stay two-stray manner advanced scholar overall performance and reinforced college students' intellectual capability to proportion understanding with pals and maintain the institution responsible for taking over. vii. references al halim, m. l. (2019). increasing english achievement through two staytwo stray (ts-ts) method. karangan: jurnal bidang kependidikan, pembelajaran, dan pengembangan, 1(02), 102–109. 29 anders, c. (2019). the effects of a metacognitive strategy on the reading comprehension of high school history students. dc.etsu.edu. https://dc.etsu.edu/honors/487/ ary, d., jacobs, l. c., razavieh, a., & ary, d. (2010). introduction to research in education (8th ed). wadsworth. aziz, i. n. (2018). developing english reading book for college students of inkafa based on monitoring strategy. jalie; journal of applied linguistics and islamic education, 2(2), 279–304. aziz, i. n. (2020a). implementation of sq3r method in improving the students’ basic reading skill. educatio: journal of education, 5(1), 97–106. aziz, i. n. (2020b). the use of circ strategy on students’ reading comprehension skill. journal of english education and technology. elita, d., & radjab, d. (2013). improving students’reading comprehension of recount text through two stay two stray (tsts) technique at grade viii 1 of smp n 2 tilatang kamang agam. english language teaching (elt), 1(2). fatoni, n. (2020). the influence of using two stay two stray in learning reading comprehension of recount text: a quasi experimental research at second grade students of smp dharma karya ut pondok cabe ilir, pamulang, tangerang selatan, banten. haerazi, h., & irawan, l. (2020). the effectiveness of ecola technique to improve reading comprehension in relation to motivation and selfefficacy. international journal of emerging technologies in learning (ijet), 15(1), 61–76. harmer, j. (2001). the practice of english language teaching. london/new york, 401–405. huda, m. (2013). model-model pengajaran dan pembelajaran: isu-isu metodis dan paradigmatis. jaya, a. (2021). innovative notation system for effective reading and thinking strategy in covid 19 learning and teaching pandemonium. 1070–1075. kagan, s. (1989). the structural approach to cooperative learning. educational leadership, 47(4), 12–15. lesia, e. s., & angraini, n. (2018). using two stay-two stray (tsts) to improve speaking achievement of the tenth gradestudents of sman 10 palembang. global expert: jurnal bahasa dan sastra, 6(1). muhid, a., dewi, y. a. s., aziz, i. n., al halim, m. l., & wajdi, m. b. n. (2020). improving islamic elementary students’ reading comprehension skill through survey, question, read, recite, review (sq3r) strategy. international journal of psychosocial rehabilitation, 24(7), 9589–9598. shaw, v., & kagan, s. (1992). communitybuilding in the classroom. kagan cooperative learning. sihotang, s. r. (2017). the effect of two stay two stray on the students’ achievement in reading comprehension. 30 slavin, r. e. (1995). cooperative learning and intergroup relations. slavin, r. e. (2010). co-operative learning: what makes group-work work. the nature of learning: using research to inspire practice, 7, 161–178. vanderplank, r., mcdonough, j., & shaw, c. (1996). materials and methods in elt a teacher’s guide. systemoxford-, 24, 134–137. 229 journal of english education and technology vol. 03 no. 03, oct 2022, pp. 242 254 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) strengthening the character of qolbu management-based students in the digital era m. thoyyib 1 , muhammad aziz 2 institut agama islam al-hikmah tuban mthoyyib@gmail.com 1 , mohaziv@gmail.com 2 abstract strengthening the character of student is one the efforts made by universities as formal education to change and strengthen the character of students for the better so that they are not easly carried away by negative currents of digitalization. the are various efforts that can be made in strengthening student character, one of wich is by implementing qolbu management. qolbu management is character education that is carried out by bringing the heart closer to allah swt because in essence the heart is source dan reflection of human character. a clean heart will create a good character, while a bad heart will create a bad character. so that with the implementation of character strengthening based on good heart management, it is hoped that it will make student`s heart more consistent, clean, and help student achieve happiness in this world and in the hereafter. keywords: character strengthening, qolbu management, digital era i. introduction digitalization brings humans into a more advanced era compared to the previous era, where previously all activities were done manually, today it can be done digitally so that it is easier, more practical, and more efficient. digitalization is supported by the rapid development of technology and information and is supported by the creation of electronic media such as smartphones which make it easier for humans to carry out daily activities (aziz, 2020a). the development of digitalization has penetrated into various daily sectors marked by the emergence of various kinds of media innovations that http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:mthoyyib@gmail.com1 230 offer convenience for its users, such as how to shop through online shopping applications, communication that can be done via cellular phones, how to transact through mobile banking, as well as innovations in various other daily activities. the development of digitalization that extends to various sectors of life has also penetrated into the world of education, where currently the teaching and learning method has developed from an offline system now developed into a system into a blended learning system or a combination of online and offline learning systems (sufyan & ghofur, 2022). this system is increasingly being used during the covid19 pandemic in indonesia which limits offline teaching and learning activities. this way of learning is applied to every element of education including in higher education. the reconstruction of the learning system in universities provides a variety of conveniences for students that were not found in previous generations. if ancient students were looking for various references as material for doing assignments by visiting the library and looking for references through books, students today are facilitated by the availability of google and e-books that can be accessed for free, easy, and practical. this can certainly support the quality and insight of today's students because of the wider knowledge they have. in addition, students can also take advantage of the ease of digitalization in various ways, such as: increasing insights through webinars, improving the quality of human resources through various online training activities, and pioneering and developing businesses by implementing promotional and sales activities online and offline. the variety of conveniences and opportunities provided in this era must certainly be utilized as well as possible by students so that they can help students in exploring and increasing their potential. students as agents of change must be able to drive change for the better in society so that they have superior values. but behind the conveniences offered, digitalization can also have a negative impact on students. digitalization can change and erode moral values among indonesian students as is often included in news coverage today where there is rampant violence, harassment, and brawls involving students. according to thomas lickona, there are ten signs to watch out for in a nation because it can trigger destruction, including: increased violence among adolescents, deteriorating use of grammar, the influence of gangs or gangs that can trigger violent acts, self-destructive 231 behaviors such as drugs, alcohol, and promiscuous sex, further eroding understanding of good and bad, declining work ethic, declining respect for parents and educators, declining sense of individual and citizen responsibility, cultivating dishonesty, and rampant mutual suspicion and hatred for others (septiana, 2020). these signs have appeared in indonesia and tend to increase, one of the main causes of the event is the occurrence of a moral crisis. there needs to be solutions and efforts that must be formed to overcome the moral crisis that occurs in indonesia. as the realm of education, campuses should be a medium to reconstruct the moral decline that is currently occurring by conducting learnings that can strengthen the character of students so that they do not easily fall into the negative currents of digitalization. higher education as the real of formal education should have learning innovations to support character strengthening programs in students. character strengthening-based learning innovation has a teaching model where students are not only taught through classroom learning. but also adding learnings that can grow and strengthen their positive character by being assisted by guidance and coaching from lecturers. with character education in the campus environment, it can make students have good guidelines and character in the eyes of the community so that it becomes an added value of the campus in the eyes of the community. education and the application of religious sciences in the campus world play an important role in shaping and strengthening the character of students, making humans mature, foster personality (personality) and a sense of responsibility (khoiroh, 2020b, p. 154) such as in islamic universities that apply several activities in strengthening student character, such as: congregational prayers, tahtimul qur'an, spiritual lectures, and other religious activities. this is done as an effort to improve the character of students so that they are expected not to fall easily into negative behavior and have better morals and character. islam strongly upholds the existence of ahlaqul karimah for every human being and calls for the development, development, and improvement of these morals, besides that islam also advocates the application of these morals in everyday life (mumtahanah, 2011). as a religion rahmatallil'alamin islam explains that to cultivate a good character man can do so by cleansing his heart and soul so that allah will guide him in devotion, faith and sincerity. as contained in the letter of asy-shams verses 7-8: 232 اَها ( )فَأَْلَهَمَها فُُجوَرَها ٧َونَْفٍس َوَما َسوَّ ٨َوتَْقَواَها( ) that is to say: and the soul and its perfection (his creation). so god inspired to the soul (the way) its ungodliness and piety. (qs. asy-shams 7 – 8). a clean heart and soul will lead man to the possession of a character far from malice, pride, and other negativity. likewise, in the real of higher education, if character strengthening education is implemented in the campus area, it will help students and all elements of the campus in an effort to cleanse the heart and soul so that it can usher in a better character construction. from this description, it can be seen that the main point in efforts to strengthen character in students lies in the heart. therefore, it is necessary to implement regulation-based education and improvement in the heart so that it can create a clean heart and increase positive character in students in the digitalization flow. this is what underlies the author to focus his writing on "strengthening the character of qolbu management-based students in the digitalization era”. ii. character reinforcement the character comes from the greek word charassian or in english is to mark which means to mark or focus. character is associated with how a person implements the values of good and bad in his actions and behavior (aziz, 2020b). if a person is unable to implement good behavior on himself, such as behaving dishonestly, arrogantly, cruelly, and other negative behaviors then the individual is said to be an individual who has a bad character. vice versa, if a person implements his actions in accordance with applicable norms and morals, the individual is said to be an individual with good character. according to the language center of the ministry of national education, character is defined as innate, heart, soul, personality, behavior, and disposition. meanwhile, according to experts, character has varied meanings, such as the opinion of kertajaya who explained that character is a characteristic found in an object and individual. these characteristics are original and rooted in the personality of the object or individual and will later encourage someone to act, behave, and respond to something. meanwhile, according to suyanto, character is a way of thinking and acting which will become a characteristic of each individual in life and working together in their environment (mumtahanah, 2011). based on some of the understandings above, it can be concluded that character is an original trait found in an individual that can later encourage a person to behave and 233 act so that the character can become a characteristic of the individual. although it is original and deeply rooted basically a person's character can be changed and improved so that it becomes stronger and more positive. according to lickona, the character that can be formed is divided into three interrelated parts, including: moral concept (moral knowing), moral attitude (moral feeling), and moral behavior (moral behavior). these three parts are needed in life in society to be in accordance with the moral values prevailing in society (sriwilujeng, 2019). character change and strengthening can be done through character education strengthening programs carried out in the real of education where the teaching and learning process must be carried out in a directed and continuous manner so as to produce a positive, strong, and resilient character (aziz, 2020b). character building and strengthening in the world of education is a strategic way to create a superior generation in the future. these activities must be carried out through good planning, appropriate approaches, and effective learning methods. strengthening character education is an education that supports social, emotional, and ethical development in students (muchlas & hariyanto, 2013). according to lickona "character education is the deliberate effort to help people understand, care about, and upon corer ethical values" which means that character education is an effort that is deliberately made to help a person in understanding, caring, and acting in accordance with ethical values (octavia & rube’i, 2017). in simple terms, it can be understood that character strengthening education is an effort to build the character of students so that they can act and behave in accordance with the norms prevailing in society. strengthening character education is an important aspect that can reconstruct the character of the younger generation so that it must be implemented in every real of education, one of which is in the real of higher education. students as agents of change are not enough to be given intellectual learning, especially in the modern era. rapid advances in technology and information make campuses need to add moral and spiritual-based learning so that intellectual development in students can be accompanied by strong character and superior competitiveness in the digitalization era. 234 iii. purpose of character reinforcement character as a characteristic of disposition and behavior possessed by an individual needs to be directed so that it can help minimize the occurrence of negative actions, especially in the younger generation. through strengthening character education, it is hoped that it can make students know and be able to internalize character values and noble morals and can be applied in everyday life because in essence humans are people who have good character since they were born (harun, 2013). basically, every child has a divine fitrah, which is like a foundation in the form of a spirit that tends to know its god. with that fitrah, man actually has a tendency towards religion and an absolute thing that leans towards his good behaviors. however, the role and upbringing of parents can make children deviate from their fitrah. therefore, it is important to have the role of parents and schools to keep children in their fitrah so that they can have ahlaqul karimah. in its application, strengthening character education has several objectives, including: developing the potential of students as human beings and citizens who have national character values. develop commendable habits and behaviors of learners and in line with universal values and cultural traditions of a religious nation. instilling the spirit of leadership and responsibility of education as the next generation of the nation. develop students' abilities to become independent, creative, and national-minded human beings. as well as developing the school life environment as a learning environment that is safe, honest, full of creativity and friendship, and with a high sense of nationality and full of strength (zubaedi, 2015). in addition to some of these goals, strengthening character education also has other goals, including: 1. developing a national education platform that puts the meaning and value of character as the soul or the main generator of education delivery. 2. building and equipping indonesia's golden generation 2045 to face the dynamics of future change with 21st century skills. 3. restoring character education as the spirit and foundation of education through the harmonization of sports (ethical and spiritual), sports (aesthetics), thought sports (literacy and numeracy), and sports (kinesthetic). 4. revitalizing and strengthening the capacity of the education ecosystem to support the expansion of the implementation of character education, 235 building a network of community (public) involvement as learning resources inside and outside the school, 5. preserving the culture and identity of the indonesian nation in supporting the national movement for mental revolution (gnrm). iv. qolbu management qolbu management consists of two words, namely management and qolbu. etymologically, management (khoiroh, 2020a, p. 80) comes from english, namely management comes from the basic word to manage which means to manage. in webster's cooleglate dictonary it is explained that the word manage comes from the italian bahsa, namely managlo from the word managlare which in latin is called manus which means hand. in more detail, the word management or manage has the meaning of guiding, supervising, managing, and achieving certain affairs (warisno, 2019). management is a social process related to human effort with the help of humans and other resources, which in carrying out their business uses efficient and effective methods to help achieve preplanned goals (warisno, 2019). according to eka prihantin, management is a process carried out by a person so that the business that is run can run well, which in its achievement requires several things, such as planning, thinking, directing, organizing, and utilizing all the potential that exists both in personal and material terms more effectively and efficiently (prihatin, 2011). meanwhile, according to hasibuan, management is a science and art regarding the regulation of the use of human resources and other resources effectively and efficiently to achieve a goal. based on the understanding of management above, it can be understood that management is an arrangement and management carried out by a person to help the individual in achieving his goals. management plays an important role in the management of individuals and organizations because through good management the use of various kinds of resources can be controlled so that their use and utilization are more optimal. in addition, management also plays a role in minimizing negative things that can happen to individuals or organizations. while qolbu comes from arabic, namely qolaba which means heart. etymologically qolbu means improving, potentially to flip through or something more. according to m. quraish shihab that in essence one's heart cannot be consistent unless one receives the guidance of the light 236 of god. from this opinion, it can be seen that the qolbu or heart is an object that can be alternating and inconsistent but with the guidance of illahi's light a person can have a consistent heart and strong guidelines so that he is not easily carried away by negative currents in his life. biologically, the liver is interpreted as a blood clot. experts also mention that the liver is like the heart, namely if the organ is damaged, the function of other organs will also be disrupted so that it cannot work optimally so that it can be understood that the liver has an important role in a person. however, in the qur'an and hadith qalb has a different meaning from qalb (heart) in the medical world, as revealed by al-ghazali that qalb is a gift from allah almighty which has a secretive and spiritual nature. qalb has the power to know, understand, and understand something and can accept all commands, punishments, reproaches, and responsibilities (zaharuddin, 2013). based on the explanation of the understanding of management and qolbu above, it can be concluded that qolbu management is an effort made by a person to manage his heart so that he can control himself in dealing with the situation that occurs. qolbu management skills are also used in recognizing and understanding one's self because through one's heart one can show one's true disposition. if a human being has a clean and clear heart, then that person will show good and positive behavior as well (aliah, 2019). according to gymnastiar, qolbu management is a way of managing the liver so that it has positive potential and can develop optimally. the positive potential contained in the individual can accompany a person's ability to think and act so that it can make the individual think positively and can detect and control negative potential in oneself so that it does not turn into a negative action. meanwhile, according to hermono and ridwan, qolbu management is an effort to understand oneself and have the desire and ability to control yourself. thus qolbu management is the slightest management of the potential and desires that come out of man in order to be filtered his intentions, so as to give birth to a good and glory and full of benefits to assist him in achieving goals both in the world and in the hereafter. qolbu management has the concept that every desire, feeling, or impulse will be filtered so that it will give birth to a goodness and glory and be full of benefits both in the world and in the hereafter. in addition, through good qolbu management a person can also respond to any form of action or action from outside himself so that 237 it can produce a positive reaction and be far from mudharat things. in other words, every human physical and mental activity has been filtered in such a way by the qolbu management process that it can be understood that through the concept of qolbu management, a person can be directed to be very sensitive in managing the slightest potential that exists in him into something of glory value and gives great benefits, both for himself and other creatures of god. strengthening the character of qolbu management-based students in the digital era digital is sourced from greek, namely, digitus which means finger finger. humans have 10 fingers, which consist of two combined numbers, namely the numbers 1 and 0. so that digital is likened to a binner number in a computer whose code in the database consists of the numbers 1 and 0 which means on and off. in theory, digital means the concept of understanding the times regarding technology and science, where in the previous era all activities carried out manually today can be done automatically so that they are more concise, effective, and efficient (aji, 2016). the digital revolution in indonesia first occurred in 1980 which was marked by changes in mechanical and analog technology to digital technology that continues to develop until now. this development became stronger after the invention of a computer system designed to be able to receive and store data automatically and be able to produce output in accordance with the instructions that have been stored in computer memory so that it can help in manipulating data quickly and precisely (annisa et al., 2020). the advancement of digitalization is increasingly massive when mobile phone and social media devices are created and equipped with various features that can make it easier for humans to carry out daily activities. the educational revolution in higher education has made today's students more familiar with technology and digital communication media so that they can give birth to a more productive and efficient generation. if categorized as students belonging to the millennial generation, this is based on the opinion of ali and purwandi the millennial generation are those who were born between the 1980s and the 2000s. so it can be understood that students are part of the millennial generation. with its various advantages, making students is also predicted to be a resource that can lead indonesia to prosperity (zuhri, 2021). 238 the convenience provided in the digital era does not fully have a positive impact on students but can also change the character of the students themselves. the tendency of students to spend their time in cyberspace can cause laziness so that it can affect their productivity level. in addition, there are currently rampant events that show moral and character degradation such as cyberbullying, eroding respect for others, drugs, and acts of violence that are not infrequently the perpetrators are students. universities as one of the formal education must do their best to counteract the negative influence of digitalization. one of the efforts that can be done is to apply character strengthening so that it is hoped that students can have a strong character and can draw them closer to god and achieve happiness in the world and the hereafter. strengthening character education is also expected to be able to shape the consciousness of students as servants of god and their obligations as caliphs on earth. in essence, human character comes from the heart or qolbu so that if it is likened to the human heart, it is the base of life. if man has a clean and good heart, it will create a good character in man, and vice versa if the heart or qolbu that man has is bad, it will cause bad character. based on this, it can be understood that the character of students can be improved and strengthened by maintaining the heart and arranging it so that it is always in a clean condition so that it can help humans in achieving their goals both in the world and in the hereafter. in the application of qolbu management, there are several methods that the campus can apply to assist students in achieving qolbun salim (safe heart), including: (faizin, 2013) 1. self-recognition self-recognition is the main source of things to do in managing the liver (qolbu management). this is because through selfrecognition and understanding, humans can assess their personality or character so that if there is still ugliness in themselves, then the individual can correct and avoid the behavior from happening again. if man does not know and understand the character and behavior that exists in him, it is impossible for the human being to avoid the filth of the heart that can cause bad character also on him. in addition to conducting an independent assessment, self-assessment can also be done by accepting criticism from family and people around because if humans have an open attitude and accept criticism sincerely, it will develop self-abilities for the better (mumtahanah, 2011). 2. liver cleansing 239 in the concept of qolbu management the main key in the creation and strengthening of good character is to keep the heart clean. cleansing activities must be carried out istiqomah or continuously because in essence humans are imperfect people so they often make mistakes in living life. so that by cleansing the heart istiqomah is expected to prevent and minimize humans from behaving badly in their lives. 3. self-control the law of self-control is fardu ain or wajin for every human being. self-control or it can also be called jihadun nafs is an effort made by man to commit to the rules of allah almighty and follow all his commandments, so that in this effort man must be able to control his passions so that they are not carried away into dzalim actions. jihadun nafs is included in the grand jihad which is the jihad or the most arduous war that man must fight compared to the war against the enemy because if man cannot control his passions then it is also difficult for him to jihad against others and obstacles in his life (afifah, 2017). this is as the prophet affirmed at the time of the badr war that: "we have just faced a heavy war but the war is very heavy is actually a war against lust”. 4. self-development self-development is the process of increasing one's potential, personality in order to continue to grow and develop. this effort is made to help a person in achieving his goals, increase self-confidence so that he can become stronger in the face of trials, and can live a good relationship in his environment. so that it will be an added value for a person if a human being can develop himself because it will make the life he lives more meaningful (tarmudji, 1998). 5. ma`rifatullah ma'rifatullah is an effort made to know allah almighty as closely as possible which can be done through cleansing the soul by thinking to allah istiqomah (ghazali, 1981). ma'rifatullah is likened to a director who will straighten out the life orientation of a muslim, where at this stage man must realize that his life is not for anyone and only for allah almighty. if man can reach this stage, it will become the most precious pearl in his life because the human being will enter into the man whom allah almighty loves. so for a muslim ma'rifatullah must be used as the main dream that must be achieved because without ma'rifatullah a muslim cannot have faith and constancy in life. v. conclusion from the foregoing it can be concluded that the human character comes 240 from the heart or qolbu. a clean heart will create a good character, while a bad heart will give birth to a bad character anyway. in essence, the human heart has an inconsistent nature or is easy to turn around so that it takes the guidance of god's light so that a person can have a consistent heart and strong guidelines so that he is not easily carried away by negative currents in life. one of the efforts that can be made in giving birth to a consistent heart is to apply qolbu management. qolbu management has the concept that a person can be directed to be very sensitive in managing the slightest potential that exists in him into something of glory value and gives great benefits, both for himself and other creatures of god. the application of qolbu management in formal education such as universities is a form of efforts made by campuses to overcome moral degradation as a negative impact of digitalization. in addition, the application of qolbu management to students also aims to strengthen and improve the character of students so that they can achieve happiness in the world and in the hereafter. references afifah, l. n. 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(2021). pendidikan akhlak pada generasi milenial. uin raden intan lampung. 242 31 journal of english education and technology vol. 05 no. 01, march 2023, pp. 31 44 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) insights on cefr and its implementation in arabic language learning at mambaus sholihin islamic boarding school friendis syani amrulloh universitas kiai abdullah faqih gresik friendissyani@gmail.com abstract the common european framework of reference (cefr) provides guidelines for arabic language teaching aids and curriculum development in language courses. the research investigated pre-service arabic teachers' perceptions of cefr in the context of the mambaus sholihin islamic boarding school. a total of 200 fourth and fifth-year preservice arabic teachers participated in the study. a mixed method design was used to collect data through a seven-point likert scale questionnaire and semi-structured interviews. the quantitative findings revealed that the participants had a high level of understanding of the cefr, particularly in the domain of assessment and the development of reference level descriptions. in contrast, qualitative data revealed that mambaus sholihin islamic boarding school preservice teachers had little knowledge of the cefr, and their understanding of the cefr was very limited. however, the pre-service teacher of the mambaus sholihin islamic boarding school expressed a positive view regarding the application of cefr into classroom practice. overall, these findings suggest that pre-service arabic teachers have a poor understanding of the conception of the cefr, suggesting that stakeholders of the mambaus sholihin islamic boarding school should raise awareness regarding the proper implementation of the cefr and its alignment with the national curriculum. keywords: cefr, arabic, islamic boarding school, mambaus sholihin http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:friendissyani@gmail.com 32 i. introduction the cefr has been generally adopted in language learning, teaching, and assessment worldwide, and several studies have examined its effectiveness. for example, nakatani (2012) investigated whether the use of communication strategies (cs) identified in the cefr could improve learners' language proficiency in communication tasks (nakatani, 2012). another study examined the impact of assessment practices, based on the cefr descriptor, on learning outcomes in swedish higher education (baldwin & apelgren, 2018). the integration of pronunciation based on cefr-oriented perspectives for language learners and teachers has also been explored (topal, 2019). interestingly, several studies have reported that many teachers have not adopted cefr into their classroom practice despite its popularity and benefits. indeed, a study conducted in turkey showed that teachers do not adapt cefr problems into their practice (uri & abd aziz, 2018), and another study in malaysia reported that a significant number of malaysian teachers did not fully understand how to implement the framework and had limited knowledge of some aspects of the document, including assessment (sahib & stapa, 2021). at the mambaus sholihin islamic boarding school, the language department board introduced the cefr in 2021 as a practical guidebook for teaching arabic in the context of the mambaus sholihin islamic boarding school. the goal is to reform traditional arabic language teaching into communicative language teaching (clt) to improve arabic proficiency at all levels of education at the mambaus sholihin islamic boarding school. the hope is that the cefr will provide a clear framework for the development of school curricula, syllabi, teaching methodologies, and assessments for practitioners. to date, not much has been made to explore the implementation of the cefr framework. overall, the study shows some understanding of cefr principles from their perspective. however, little effort has been made to investigate the point of view of the pre-service arabic teacher of the mambaus sholihin islamic boarding school on the cefr and its implementation into classroom practice. understanding preservice teachers' existing knowledge of the cefr will increase awareness of the cefr among curriculum planners, academics, researchers, and policymakers. 33 ii. literature of the study understanding of cefr the cefr plays an important role in arabic language teaching and learning and is a useful tool for curriculum guidelines, arabic courses, assessments, and describing language proficiency levels. the cefr is built on four key principles: teaching and learning, assessment, reference level description, and implementation (council of europe, 2001). in the domain of learning and teaching, the document highlights that practitioners should highlight the characteristics of the local context when developing language learning curricula. this framework makes it possible to state that language teaching should focus on the strengths and weaknesses of learners and encourage them to achieve learning objectives. the cefr relies primarily on two approaches. communicative language teaching (clt) and plurilingualism, in classroom teaching and lesson planning. the clt approach is based on two concepts, task and interaction, and involves successful learning of the target language by conducting meaningful communication in an authentic context. the use of language is considered to have a purpose, which involves the communication of meaning, which is very important for language users to achieve their goals. in line with this approach, the book explains that language learning will be more effective if the language is used intentionally. therefore, when using cefr in classroom teaching and planning practices, teachers or lesson plan writers should develop tasks and interactions based on student needs, motivations, and characteristics. plurilingualism is another cefr approach used in language teaching and learning, which focuses on the ability to use more than one language and cultural resources to communicate with people from different contexts (council of europe, 2001). therefore, lesson plans based on a plurilingual approach should emphasize students' experiences in their cultural context. their culture and teachers should provide more opportunities to learners to improve plurilingual competence. the principle of assessment relates to the selection or development of appropriate and feasible material to measure the ability of language learners. first, test developers must tailor the cefr to their needs and define the purpose of the test. the cefr can help determine test objectives by providing four common language proficiency domains: personal, public, occupational and educational (council of europe, 2001). the 34 next step is to create a relationship with the cefr. indeed, the book also recommends that test results refer to the cefr reference level description. thus, the test developer must demonstrate that the test results can be interpreted appropriately based on the cefr reference level (north & jones, 2009). the third step is the production of tests. importantly, the relationship with the cefr must be maintained throughout the test development process (council of europe, 2001) and tests should also be examined by experts to identify criteria and edit test items to ensure that they can be adapted to local contexts. the final step of test development is the assessment standards. (north & jones, 2009) states that test results must demonstrate cefr proficiency levels, which require specific processes to maintain the standard over time. for example, tests should be based on the clear and comprehensive 'can-do' scale contained in the cefr and standardisation training should be provided to ensure a single and shared interpretation of the grading scale. finally, experts should monitor the ratings to ensure that they do not differ from the standards in question. the cefr reference level description aims to provide transparency to language teaching and is designed to build a wide range of teaching courses that support plurilingual teaching (council of europe, 2001). the use of reference level descriptions is based on two principles. first, reference level descriptions are tools for language stakeholders to support curriculum design or test specifications. secondly, reference level descriptions can be used in a variety of ways and, therefore, language users must decide a priori about various factors, such as the learner's proficiency level, age and educational background, first language, and reasons for learning arabic. reference level descriptions can also identify what language materials should be included for teaching and testing at each cefr level. in addition, language practitioners and curriculum planners can adapt published reference level descriptions into their own contexts. the framework also provides a comprehensive descriptive scheme of language competence and a set of general reference levels (a1-c2) in an illustrative descriptor scale to identify learners' linguistic abilities. the cefr has become a reference level of language competency standard on a global scale and is used to develop methods of teaching, learning, and language testing (morrow, 2004). the cefr is based on an action-oriented approach that 35 focuses on activities and communicative language strategies. a can-do descriptor is also included that demonstrates learners' proficiency in five skills of listening, reading, writing, oral interaction, and oral production at six levels, ranging from a1 (for beginners) to c2 (for those who have mastered the language). several studies on the implementation of the cefr have been conducted in the context of arabic as a foreign language or second language. sebagai contoh, topal (2019) examines how pronunciation can be integrated into language learning using cefr-oriented perspectives (topal, 2019), and apelgren & baldwin (2018) investigated the effect of cefr descriptors on assessment and learning outcomes in a university setting in sweden (baldwin & apelgren, 2018). other studies have also investigated practitioners' perceptions or attitudes towards the cefr (kır & sülü, 2014). overall, these studies show that teachers rarely use the cefr framework in their arabic teaching. moreover, even arabic teachers who have partially adopted a framework for assessing language proficiency still need more guidance on how to use the cefr to design tests and curricula and how to implement the framework into their teaching strategies (le, 2018). another study investigating uzbek teachers' perceptions of the usefulness and impact of the cefr found that, overall, these teachers had positive perceptions about the implementation of the cefr in uzbekistan (musoeva, 2018). a similar study conducted by díez-bedmar & byram (2019) assessed the beliefs and perceptions of teachers in spain towards the cefr (díez-bedmar & byram, 2019). it found that although most participants had positive perceptions about the impact of cefr, some teachers also had limited knowledge about cefr (díez-bedmar & byram, 2019). a recent study by tosun & glover (2020) studied eight turkish teachers' knowledge of cefr and looked at how teachers implement cefr and elp in turkey (tosun & glover, 2020). the findings of this study revealed the participants' understanding that the cefr is an important and useful guideline for language teaching classes. however, teachers also state that they know very little about the cefr because they do not get cefr training in all domains. iii. method this study used a type of qualitative descriptive research. this type of research is used to evaluate the application of cefr standards in arabic language learning at the mambaus sholihin islamic boarding school 36 using the book of arabiyah baina ladaik as teaching material and to identify factors that influence the application of the cefr standards. subjects of study the subjects of the study were arabic teachers and students at the mambaus sholihin islamic boarding school who were involved in learning arabic using the arabic book baina ladaik as teaching material. the participants were 200 preservice teachers of the mambaus sholihin islamic boarding school majoring in arabic in the academic year 2022 – 2023. participants were selected using convenience sampling techniques. all participants (32 men and 168 women) were aged between 20 and 25 and studied in the fourth and fifth years. fourth and fifth year students of the arabic major were chosen because the cefr document falls under their two compulsory subjects – educational measurement and evaluation and arabic language curriculum. research instruments questionnaire the questionnaire was developed based on cefr documents in the mambaus sholihin and arabic islamic boarding school versions to answer research questions. the questionnaire includes three sections and uses a seven-point likert scale to explore the views of pre-service arabic teachers. the first section collects participants' demographic information, including gender, age, year of study, and knowledge of the cefr. the second part examines participants' insights into the cefr. it focuses on three elements: 1) principles for teaching and learning (items 1 to 7), 2) principles for assessment (items 8 to 13), and 3) principles for the development and application of reference levels (items 14 to 20). respondents were asked to rate items on a seven-point likert scale, ranging from strongly disagree (1) to strongly agree (7). the third part is open-ended questions. they asked the participants to share their opinions on the application of cefr in classroom practice. the questionnaire was validated using cronbach's alpha, which gives a reliability coefficient of 0.951. the questionnaire was also validated by seven experts and piloted before the main study. semi-structured interviews fifteen participants were randomly selected for semi-structured interviews. the semi-structured interview explored how pre-service arabic teachers felt about implementing the cefr in their teaching practice. the duration of the interview was 15-20 minutes and was conducted after they completed the questionnaire. interviews are 37 also recorded and transcribed for content analysis. after the interview, the transcript is verified by the interviewee and the researcher. then, the transcripts are encoded and categorized into four cefr themes, including principles for teaching and learning, principles for assessment, principles for the development and application of reference levels, and implementation in practice. research procedure a total of 200 participants were recruited to fill out a 20-item survey questionnaire. then, semi-structured interviews were conducted with 15 randomly selected participants to collect in-depth data on cefr implementation in arabic classrooms. mixed method design was used to collect quantitative and qualitative data in the current study to better identify participants' attitudes and to provide comparisons between quantitative and qualitative data (creswell, 2012). in addition, the use of triangulation ensures the validity, reliability, and understanding of the research. data analysis data were collected using questionnaires and semi-structured interviews. responses to 20 questionnaire items were analyzed using the ibm spss statistics program. content analysis was used to categorize audio transcriptions of interviews into four themes. then, to ensure accurate transcripts of interviewees, interviews were emailed to the participants to validate their responses. transcripts are also verified by peer teachers who have background knowledge of cefr. iv. finding and discussion the results of demographic information were divided into four sections: gender, year of study, age, and knowledge of the cefr. of the 200 participants, 84% were women and 16% were men and all participants were between the ages of 20 to 25. the respondents studied in the fourth (57%) or fifth (43%) year. the results also revealed that 67% of respondents were aware of cefr documents and 33% were not. in response to rq1, as shown in table 1, quantitative findings revealed that preservice teachers had a moderate level of understanding of cefr teaching and learning principles, with an average score of 4.26 or 60.85% (sd = 0.42). the highest average (5.60 or 80%) was observed for the statement "cefr is a guideline for developing arabic language teaching". this shows that most participants understand that the cefr document is a guideline for developing arabic language teaching. the 38 results also revealed that the participants agreed that the cefr is an important document for curriculum design in arabic language teaching, with an average score of 5.51 or 78.71%. however, the participants disagreed with the statement that the framework could improve arabic for communication (mean = 2.36). table 1. principles for teaching and learning (n = 200) item pernyataan mean % s.d. 1 cefr adalah pedoman untuk mengembangkan pengajaran bahasa arab. 5.60 80.00 1.15 2 cefr adalah dokumen penting untuk desain kurikulum dalam pengajaran bahasa arab. 5.51 78.71 1.13 3 cefr adalah buku panduan yang digunakan untuk merancang bahan ajar. 5.37 76.71 1.14 4 cefr dapat digunakan untuk meningkatkan bahasa arab untuk komunikasi. 2.36 33.71 1.05 5 cefr harus disesuaikan dengan kurikulum bahasa arab setempat dalam setiap konteks. 5.35 76.42 1.19 6 cefr adalah buku pegangan yang digunakan untuk membantu pelajar dalam pembelajaran bahasa arab. 2.67 38.14 1.17 7 kegiatan pembelajaran bahasa arab harus fokus pada plurilingualisme. 2.97 42.42 1.43 total 4.26 60.85 0.42 in contrast, qualitative data revealed that the participants had only partial knowledge of the cefr, particularly in the domains of learning and teaching. indeed, many participants realized that the cefr was used as a guideline for arabic language assessment but not for learning and teaching. this is illustrated in the following statement: saya tidak pernah tahu sebelumnya bahwa cefr digunakan untuk belajar dan mengajar bahasa arab. saya belum mengambil kursus tentang kerangka kerja, dan dosen jarang menyebutkan cefr di kelas. namun demikian, saya memahami bahwa kerangka kerja ini digunakan untuk penilaian kecakapan bahasa arab. (david) saya tidak pernah menganggap kerangka kerja sebagai pedoman untuk pengajaran dan pembelajaran. saya hanya tahu bahwa cefr adalah kriteria untuk mengukur kemahiran bahasa. (firman) the findings suggest that the university curriculum introduces the cefr framework in terms of assessing arabic proficiency and focuses solely on teaching methodology, lesson planning, and learning materials, rather than adapting cefr descriptions to set learning goals and outcomes. these results are consistent with previous research reporting that language teachers rarely use cefr in practice (franz & teo, 2018). this may be because the implementation of the cefr has not been fully enforced and, moreover, the cefr was only introduced at the mambaus sholihin islamic boarding school in 2020. overall, the qualitative findings suggest that preservice teachers 39 have little knowledge of the cefr as a teaching and learning aid. thus, the current results are partly consistent with previous research that mambaus sholihin islamic boarding school arabic teachers' understanding of cefr is lacking, especially in knowledge related to aspects of learning and teaching. participants' understanding of the assessment domains within the cefr framework is presented in table 2. most participants revealed a high level of insight into cefr assessment principles, with an average of 5.16 or 73.71% (s.d. = 0.71). notably, participants agreed that the purpose of test development depends on the implementation of the cefr in each context (mean = 5.37). the results also showed that 76% of respondents agreed that the development of language evaluation should align with cefr descriptions. while participants generally agreed with most of the statements in this section, the lowest scoring statement (with an average of 4.96) related to arabic test scoring was verified by experts. nevertheless, 70% of participants agreed with this statement. table 2. assessment principle (n = 200) item pernyataan mean % s.d. 8 tujuan pengembangan tes tergantung pada implementasi cefr dalam setiap konteks. 5.37 76.71 1.05 9 pengembangan evaluasi bahasa harus selaras dengan deskripsi cefr. 5.32 76.00 1.11 10 penilaian tes bahasa arab harus didasarkan pada dokumen cefr. 5.03 71.85 1.15 11 penilaian tes bahasa arab harus diverifikasi oleh para ahli. 4.96 70.85 1.05 12 desain tes harus konsisten dan bertujuan untuk meningkatkan kemahiran bahasa. 5.14 73.42 1.03 13 hasil tes dapat digunakan untuk mengidentifikasi kemahiran bahasa arab. 5.15 73.57 1.10 total 5.16 73.71 0.71 although quantitative findings reveal a high level of understanding in aspects of cefr assessment, qualitative data suggest that preservice teachers have inadequate knowledge of the assessment domain. the participants reported that the cefr was a criterion for language assessment, but they lacked the training to design test scoring. the following statements support this claim:: saya memahami bahwa cefr adalah kriteria untuk mengukur kecakapan bahasa arab dari pemula a1 hingga c2. namun, saya belum dilatih untuk merancang penilaian tes berdasarkan cefr. (sekar) 40 this suggests that pre-service teachers have only partial knowledge and little understanding of the cefr assessment domain. these findings contrast with previous research showing that mambaus sholihin islamic boarding school arabic teachers have a complete understanding of the cefr in the field of assessment. this may be because participants from both studies had different levels of education. indeed, participants in the current study were pre-service teachers who likely had more opportunities to adopt cefr assessments in their pedagogical practice. as shown in table 3, based on quantitative data, participants showed a high level of understanding regarding the use of reference level descriptions. overall, the participants agreed with the statement, with an average average of 4.92 or 70.28% (sd = 0.63). more than 70% of participants indicated that descriptions should bring transparency to arabic teaching and should encourage arabic learning across all four skills (mean = 5.14). the statement with the lowest score was related to developing reference level descriptions to describe what learners knew and their abilities at each level (mean = 4.73). table 3. principles for the use of reference level descriptions (n = 200) item pernyataan mean % s.d. 14 mengembangkan deskripsi tingkat referensi cefr membawa transparansi dalam pengajaran bahasa arab. 5.14 73.42 1.20 15 pengembangan deskripsi tingkat referensi harus menggambarkan apa yang diketahui peserta didik dan kemampuan mereka di setiap tingkat. 4.73 67.57 1.09 16 pengembangan deskripsi tingkat referensi cefr harus menunjuk kemampuan peserta didik terkait dengan indikator dalam kurikulum nasional. 4.99 71.28 1.01 17 deskripsi tingkat referensi cefr harus bertujuan untuk meningkatkan bahasa arab keempat keterampilan (mendengarkan, berbicara, membaca, menulis). 5.07 72.42 1.12 18 deskripsi tingkat referensi cefr perlu mengidentifikasi apa yang dapat dilakukan peserta didik di setiap tingkat. 5.01 71.57 1.03 19 deskripsi tingkat referensi cefr harus menjelaskan apa yang dapat dicapai peserta didik dalam keterampilan apa pun. 4.76 68.00 1.02 20 deskripsi tingkat referensi cefr dapat menjadi pedoman untuk evaluasi bahasa arab. 4.75 67.85 1.12 total 4.92 70.28 0.63 however, again, qualitative data analysis does not support quantitative findings. indeed, analysis of the content of the interviews revealed that the participants were not aware of the cefr description. the following excerpts support this claim:: saya tidak tahu apa-apa tentang deskripsi referensi cefr. (sunni) saya belum pernah mendengar tentang deskripsi cefr sebelumnya. (aziz) 41 saya tidak tahu tentang deskripsi cefr. (eva) these citations indicate that pre-service arabic teachers have an inadequate understanding of cefr reference level descriptions. the reasons for this may be twofold. first, student teachers may not be familiar with the framework. second, the participants are not full-time teachers; therefore they do not have adequate time or opportunity to practice cefr. these results were consistent which found that teachers were not confident to adjust the framework in the classroom because they did not know how to integrate descriptions into their language test assessments. thus, these results indicate that student teachers require additional cefr training, especially in the area of using reference level descriptions. to test whether mambaus sholihin islamic boarding school preservice teachers applied cefr into practice, interview data were analyzed and categorized into three themes; learning and teaching, assessment, and use of reference level descriptions. in the field of learning and teaching, most participants reported that they were unaware of an action-oriented approach, and only two participants used the cefr in their learning and teaching practices. these participants stated that they had adopted a partial framework for setting learning goals and outcomes that highlight communication. this failed implementation of the cefr in the classroom can be explained by the lack of knowledge of pre-service arabic teachers about the use of action-oriented and plurilingual approaches, which means they feel uncomfortable (and, possibly, incapable) using the cefr in their classroom practice. in addition, arabic courses provided in the education system of the mambaus sholihin islamic boarding school have traditionally relied on grammar-translation teaching methods. therefore, pre-service teachers may not have the opportunity to adapt and use the cefr approach. this is illustrated in the following statement: saya telah menggunakan deskripsi untuk menetapkan tujuan pembelajaran dalam rencana pelajaran saya. saya pikir berguna bagi saya untuk merancang kegiatan pembelajaran. (soni) saya telah mendengar tentang pendekatan berorientasi cefr beberapa kali. saya juga mencoba menyesuaikan pendekatan untuk merancang kegiatan pembelajaran di kelas saya karena saya mengajar kursus tambahan, bahasa arab untuk komunikasi. meskipun demikian, saya tidak tahu banyak tentang pendekatan ini. (dakir) overall, the results showed that student teachers had a poor understanding of the cefr in its approach to learning and teaching because they were inexperienced with the document. these results are in line with some researchers who state that 42 teachers do not have enough support to implement the cefr in arabic classrooms. this shows that arabic language teaching in the context of the mambaus sholihin islamic boarding school still focuses on traditional teaching rather than communicati teachingf. the results also revealed that the participants considered the cefr as a criterion for test scoring. however, they could not provide additional details and did not implement the cefr to measure the performance of arabic tests in the classroom. furthermore, the participants reported that they never adopted the description to design the test scoring. this may be because student teachers are not trained on how to design tests based on cefr principles, as shown in the excerpt below: saya mendengar dosen saya menyebutkan dokumen cefr berkali-kali, tetapi saya tidak masuk ke dalam kerangka kerja karena tidak ada kelas untuk pelatihan tentang cefr. untuk pemahaman saya, ini hanya digunakan untuk mengukur penilaian tes bahasa arab. (nina) this quote shows that, despite understanding the cefr assessment, the participants were unable to apply it in an authentic context. indeed, the current results suggest that the participants can understand the principle of assessment but practice less in real settings. therefore, preservice arabic teachers may require further training on assessment languages in relation to the cefr. the cefr reference level description emphasizes the use of the can-do descriptor used to describe language proficiency in five skills – listening, reading, writing, oral interaction, and oral production – on six scales (council of europe, 2001). interviews reveal that student teachers have partially adopted the description in practice, as shown in the excerpt below: deskripsi dapat digunakan untuk mengidentifikasi apa yang dapat dilakukan pelajar bahasa dalam setiap keterampilan. meskipun saya dapat berkonsultasi secara singkat dengan ide deskriptor can-do, saya tidak menerapkan konsep tersebut ke dalam praktik. (nadia) this quote illustrates that the participants had no knowledge of can-do descriptors, possibly due to an inadequate understanding of cefr reference level descriptions. in addition, as mentioned earlier, the participants were not full-time teachers; therefore, they may not have adequate time or opportunity to practice cefr. therefore, these results also indicate that student teachers require additional cefr training in the area of use of reference level descriptions. in conclusion, qualitative analysis revealed that the pre-service arabic teacher of mambaus sholihin islamic 43 boarding school only partially implemented the cefr and had insufficient knowledge of the implementation of the cefr. the findings suggest that student teachers have limited opportunities to adapt the cefr in pedagogical practice, especially since they are not in-service teachers. v. conclusion the current study investigates mambaus sholihin islamic boarding school pre-service arabic teacher's insights on the cefr and explores the implementation of the cefr in classroom practice. overall, quantitative results revealed that preservice arabic participants had moderate cefr knowledge. knowledge of the assessment domain is greater than knowledge in the domain of description, reference level and teaching and learning approaches. regarding the assessment domain, mambaus sholihin islamic boarding school pre-service teachers demonstrated a high level of cefr comprehension. however, qualitative data analysis revealed that pre-service arabic teachers appear to have only partial knowledge of the cefr, including in the assessment domain. indeed, pre-service arabic teachers understand the cefr but cannot apply any domain in an authentic context. this may be because they have an incomplete understanding of the framework or have no experience in applying the principles of the framework in a real teaching context. this finding is partly consistent with previous research that arabic teachers of the mambaus sholihin islamic boarding school lack understanding of cefr, particularly aspects of learning and teaching. in addition, the participants did not apply reference level descriptions to design can do descriptors for their pedagogical practice. thus, the results of the current study suggest that cefr training should be incorporated into university courses and curricula for student teachers. vi. references baldwin, r., & apelgren, b.-m. (2018). can do and cannot do–cefr inspired examination and assessment in a swedish higher education context. apples: journal of applied language studies, 12(2). council of europe. (2001). common european framework of reference for languages: learning, teaching, assessment. cambridge university press. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed). pearson. díez-bedmar, m. b., & byram, m. (2019). the current influence of the cefr in secondary education: teachers’ perceptions. language, culture and curriculum, 32(1), 1–15. 44 franz, j., & teo, a. (2018). ‘a2 is normal’– thai secondary school english teachers’ encounters with the cefr. relc journal, 49(3), 322–338. kır, e., & sülü, a. (2014). language teachers’views on cefr. international online journals of education and teaching (iojet), 1(5), 358–364. le, h. t. t. (2018). impacts of the cefraligned learning outcomes implementation on assessment practice. hue university journal of science: social sciences and humanities, 127(6b), 87–99. morrow, k. (2004). insights from the common european framework. oxford university press. musoeva, a. (2018). what do uzbekistani efl teachers know and believe about the usefulness of the cefr? education, 2019. nakatani, y. (2012). exploring the implementation of the cefr in asian contexts: focus on communication strategies. procedia-social and behavioral sciences, 46, 771–775. north, b., & jones, n. (2009). further material on maintaining standards across languages, contexts and administrations by exploiting teacher judgment and irt scaling. strasbourg: language policy division. sahib, f. h., & stapa, m. (2021). the impact of implementing the common european framework of reference on language education: a critical. topal, i. h. (2019). cefr-oriented probe into pronunciation: implications for language learners and teachers. journal of language and linguistic studies, 15(2), 420–436. tosun, f. ü., & glover, p. (2020). how do school teachers in turkey perceive and use the cefr?. international online journal of education and teaching, 7(4), 1731–1739. uri, n. f. m., & abd aziz, m. s. (2018). implementation of cefr in malaysia: teachers’ awareness and the challenges. 3l, language, linguistics, literature, 24(3). 120 journal of english education and technology vol. 04 no. 02, june 2023, pp. 120 134 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) learning management system: case study effectiveness of the addie instructional design model in creative writing in efl students titik hindrayani1, diah ambarumi munawaroh2 mts negerikota batu1, mts negeri kota batu2 titik.hindra20@gmail.com1, diahambarumi79@gmail.com2 abstract the purpose of this study is to determine the effectiveness of the addie model in online teaching in indonesia lms in increasing the creativity of efl students' writing skills. the researcher used a quasi-experimental design with pre-test, post-test, and control group designs. the research topic used in this case is sixty freshmen from english departments who were chosen at random and assigned equally to the research group. the experimental group was exposed to an e-learning environment that aims to develop students' creative writing skills, whereas the control group was exposed to traditional teaching methods. using creative writing checklists and writing tests designed to assess specific features of creative writing (originality, accuracy, selfexpression, fluency, flexibility, and overall writing performance to assess creative writing in study participants, the results of the t-test and eta square statistical test indicate the existence of a statistically significant difference between the mean scores obtained by the experimental group and those obtained by the control group. the article concludes with more conclusions and pedagogical implications. keywords: creative writing, learning management system, addie model http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:%20titik.hindra20@gmail.com1 121 i. introduction writing has always been regarded as an important component of language learning (aziz, hoesny, et al., 2022). all texts are inevitably made up of lexical and grammatical words that convey a content or message (sholah, 2019). in texts, lexical words aid in meaning formation, whereas grammatical words allow one to arrange meanings coherently (aziz, setyosari, et al., 2022). the message will be poorly articulated if the meaning is not presented clearly. learners must master these basic writing conventions in order to write effectively. however, low proficiency second language (l2) learners face difficulties in completing writing tasks, due to a lack of lexical and grammatical knowledge to put their thoughts into words that convey a specific meaning or story. furthermore, according to (kim & yoon, 2014), "writing is a complex metacognitive activity that draws on an individual's knowledge, basic skill, strategies, and ability to coordinate multiple processes." in this case, the writers should have text-creation skills, writing knowledge, and the process of energizing and motivating participants to write with enthusiasm and act through strategies to archive writing goals. the entire writing process stems from the process of creative writing or from a specific creative process (ulu, 2019). students can own more opportunities to express their ideas and thoughts in such an lms and associate social media with a thriving digital learner community, while the interactive reader’s a similar opportunity to read and record their persistent feedback on the author's writing (ezeani, 2011). according to research, using an lms platform such as blackboard improves students' writing skills and sub-skills while also projecting a stimulating and inspiring learning environment to develop writing. language learners' competency (pinkman, 2005). lmss can also boost learner autonomy and serve as a reliable substitute for learning logs, which allow language learners to record their progress in writing (ward, 2004). during the cbt (computer-based training) era, e-learning applications were packaged on cd-rom. it is filled in the writing material or multimedia (video and audio) in mov, mped-1, or format; in 1994, along with the community's receipt of cbt. since 1994, cbt has appeared in the form of more appealing and mass-produced packages; in 1997, there was lms (learning management system). the community is currently working to connect to the internet. everything can be obtained and felt the absolute needs, and location is no longer an 122 impediment; and in 1999, the year that was a web-based e-learning application. lms development towards a fully developed web-based e-learning application. elearning is one of the fields that are being developed in communication technology. furthermore, e-learning is well-known and widely used by educational institutions and training to facilitate learning implementation. e-learning can be viewed as a developing system to improve learning quality by attempting to overcome space and time constraints. the use of internet technology for education in indonesia began with the establishment of telematics in 1996. the asian internet interconnections initiatives were formed in the same year. so far, 21 higher education institutions (public and private), national research institutions, and related organizations have joined. due to the quick development of internet-based technology, higher education institutions have recently implemented a variety of electronic learning (e-learning) services, including online learning resources and learning management systems (lms) (almomen et al., 2016). developing educational and training programs systematically for better learner performance is known as instructional design (id) (almomen et al., 2016). understanding, enhancing, and putting into practice learning strategies are referred to as instructional design (reigeluth, 2014). for educational programs, instructional design is systematically created. an organized process for creating educational and training programs that will increase student performance is called instructional systems design (putri et al., 2017). the 1975 debut of the addie instructional model. the florida state university center for educational technology was responsible for its creation. dick and cary's 1978 addie model, which russell watson refined in 1981, was seen as crucial for creating educational and training initiatives (hubackova & sarca, 2016). through synchronous or asynchronous media, e-learning serves as a means of communication that communicates knowledge. e-learning is the educational process that makes use of cutting-edge techniques for knowledge transmission over the internet, extranet and intranet technologies, audio, video, and flash animations (eaton et al., 2017). e-learning, according to (belaya, 2018) is a word used to refer to all forms of media-based learning, including intranetand internet-based learning. alhujaylan (2019) investigated the effectiveness of saudi students' computer123 assisted english writing skills when investigating the significance of such textbased tools. his research found that when saudi efl students used computer-assisted programs to correct their grammar and paragraph writing, their writing abilities improved significantly, as the e-learning setting allows students ample time to reflect and focus. (hassan et al., 2021) also discovered that computers can be programmed to provide corrective instruction in order to detect errors in writing. this arguably assists students in correcting their errors, thereby enriching their writing. according to the previous research explanation above, the purpose of this study is to adopt the learning management system: case study effectiveness of the addie instructional design model in creative writing in efl students. it is anticipated that by effectiveness of the addie instructional design model will increase creative writing in efl students ii. method this study was designed in a quasiexperimental setting using a pretest-posttest control group design. the researcher employed a randomly chosen sample of 60 students for this study-30 for the experimental group and 30 for the control group-who were all first-year english program students. both groups successfully completed the preand post-testing procedures as intended. writing i, an introductory upper-intermediate course in academic writing was given to members of the experimental group using blackboard's lms in accordance with the steps of the addie instructional design model, which aimed to improve the students' creative writing abilities. writing i was taught to the control group in a traditional face-to-face classroom setting. after being instructed on how to set up personal blogs, experimental students were asked to create their own blogs. the addie (analysis, design, development, implementation, and evaluation) instructional model was incorporated into the blog design process. figure 1. the addie model. adapted from allen, 2017, p. 75 they were then introduced to the writing tasks and activities assigned to them in the writing topics. they were assigned a writing topic as a discussion thread on blackboard during each class session. they were given writing assignments such as 124 brainstorming ideas, listing, freewriting, developing advanced organizers, and so on. the activities and tasks were graded across the various stages of the writing process, including the pre-writing phase (such as deciding on a writing topic/title, listing, creating graphic organizers, and other relevant brainstorming tasks), the writing per se phase (developing the essay outline, writing the first draft, and writing a second and/or third draft), and the post-writing phase (peer-proofing, peer-draft reading, revising and editing in collaborative work) (writing the final draft). the students reused these tasks and activities throughout the phases by publishing their products online. the following diagram summarizes these steps. figure 2. the instructional creative writing process . iii. result and discussion the current study's findings are presented here in accordance with each hypothesis, followed by a brief explanation of the findings. hypothesis one: to test the first hypothesis, "there is a statistically significant difference between the posttest mean scores of the experimental group and the control group in writing skills that feature originality in favor of the experimental group at the 0.01 level," a t-test for independent samples was used to compare the mean scores of the two groups in the posttest on the skill of originality. table 1 shows the t-test results for writing skills with originality. post-test mean score comparison of the control and experimental groups group n mean sd d.f. tvalue effect size (η2) control 30 9.70 3.087 58 7.65* 0.703 ** experimental 30 14.57 1.61 * significant at the 0.01 level ** high effect size table (1) shows that the calculated tvalue (7.65) is statistically significant at the 0.01 level of confidence. as a result, there is a statistically significant difference between the mean scores of the experimental and control groups on the skill of originality 125 post-test in favor of the experimental group. so, the first hypothesis is accepted. furthermore, the effect size value was as high as 2 = 0.703. as a result, the proposed strategy had a significant impact on the participants' performance. the following graph shows how the post-administration mean scores for the two groups differed. figure 3. comparison of mean scores of the two groups in the post administration of the originality skill the explanation for this result could be that the e-learning approach to teaching english to the students in the experimental group was one of a few earlier elt methods that viewed language as a means of communication in an interactive learning environment (wang & hsu, 2009). the elearning environment could initially assist learners in this group in communicating efficiently using appropriate linguistic and grammatical structures in conversational language situations, where students are required to supply a variety of ideas in communicative language tasks and practices. this research confirms previous research findings that writing is an essentially creative process involving the three aspects of creativity producer, product, and process and that writing is a problem-solving activity for efl learners to learn about novel solutions (zamel, 1983). this could be due to the strategies used, which assisted learners in engaging in brainstorming sessions, being open to tolerating ambiguity, collecting ideas and exploring alternatives, having enough time with home e-learning activities, reading widely at home online, and assuming a broad perspective to thinking and writing (harper & harper, 2015). hypothesis two: it was proposed that there was a statistically significant difference in the skill of accuracy between the posttest mean scores of the experimental group and the control group at the 0.01 level. to test this hypothesis, the t-test for independent samples was used to compare the mean accuracy skill scores of the two groups in the post-test. 126 table 2. t-test results of the writing skills with accuracy post-test comparing the mean scores of the control and experimental groups group n mean sd d.f. tvalu e effect size (η2) control 30 12.17 3.27 58 5.77* 0.59 ** experim ental 30 16.20 1.98 * significant at the 0.01 level ** medium effect size the calculated t-value (5.77) is statistically significant at the 0.01 level of significance, according to table (2). as a result, it is clear that there is a significant difference in the means of the scores obtained by experimental and control participants on the skill of accuracy on posttesting to the benefit of the experimental group participants. as a result, the second hypothesis is confirmed. furthermore, the effect size value was determined to be medium, with 2 = 0.59. thus, the addie model design in the lms medium of blackboard had a medium effect on the participants' creative writing performance. the graph below depicts the difference in post-administration means scores between the two groups. iv. v. vi. figure 4. comparison of mean scores of the two groups in the post administration of the accuracy skill common sense and experience, supported by the current study's findings, indicate that e-learning could promote writing competence in approximate precision, which is the result of accuracy attained in online communicative efl classrooms, which is associated with creativity an important criterion of which is the fluency of ideas. providing efl learning materials in e-learning environments based on the addie instructional model could aid in effective creative writing by cultivating accuracy and fluency (almomen et al., 2016) hypotheses three: furthermore, it was suggested that there was a statistically significant difference between the experimental and control participants' mean scores on post-testing in the skill of self-expression to the benefit of the experimental group participants (= 0.01). 127 to (dis)confirm this hypothesis, a t-test for independent samples was used to compare the mean scores of the two groups' participants on their ability to express themselves after post-testing. table 3. t-test results of the self-expression skill posttest comparing the control and experimental groups' mean scores group n mean sd d.f. t-value effect size (η2) control 30 9.13 3.14 58 6.73* 0.66 ** experimental 30 13.80 2.12 * significant at the 0.01 level ** high effect size the calculated t-value (6.73) is statistically significant at an alpha of 0.01 according to table (3). as a result, it is clear that there is a statistically significant difference in the mean scores of the experimental and control groups on the selfexpression skill upon post-testing, to the benefit of the experimental group. as a result, the third hypothesis is supported. in addition, the effect size value was as high as 2 = 0.66. thus, the suggested addie instructional design model within the blackboard lms had a significant impact on the participants' performance. the graph below shows the difference in post-administration mean scores for both groups. figure 5. comparison of mean scores of the two groups in the post administration of the self-expression skill vii. e-learning environments provide a rich environment for developing creative selfexpression in writing. students can use the pre-writing stage as a plan to apply during the writing stage by using self-expression and reflecting on their writing in the postwriting stage. e-learning encourages the development of functional language used in everyday situations (savignon, 1991). the elearning environment provided both students and teachers with an authentic task, as e-learning activities in various stages of pre-writing and writing are now common and have become a relevant and credible forum for people all over the world to express their opinions and share information. in this setting, experimental students could promote writing fluency by encouraging students to recycle vocabulary and to be 128 aware of their language use. the addie instructional model's recursiveness was evident in student writings in the e-learning environment. hypothesis four: it was further hypothesized that there was a statistically significant difference between the posttest mean scores of the experimental group and the control group in the skill of fluency in favor of the experimental group at the 0.01 level. to test the validity of this hypothesis, the t-test for independent samples was used to compare the mean scores of the two groups in the skill of fluency in the posttest. table 4. t-test results of the skill of fluency post-test comparing the control and experimental groups' mean scores group n mean sd d.f. tvalue effect size (η2) control 30 11.07 2.81 58 5.89* 0.604 ** experim ental 30 15.23 2.67 * significant at the 0.01 level ** high effect size table (4) demonstrated that the calculated t-value (5.89) is statistically significant at an alpha of 0.01. as a result, there is a statistically significant difference between the mean scores of the experimental and control groups on fluency skill in the post-test in favor of the experimental group. thus, the fourth hypothesis is accepted. furthermore, the effect size value was as high as 2 = 0. 604. as a result, the suggested addie model for the instructional design had a significant impact on the participants' performance. the graph below depicts the difference in post-administration means scores for both groups. figure 6. comparison of mean scores of the two groups in the post administration of the fluency skill in this experiment, the e-learning environment instructionally designed after the addie model for teaching writing could provide sufficient time online and offline for student writers to receive adequate creative writing training and assistance in improving their writing fluency. the addie model's instructional design could help students develop their writing skills because the lms e-learning environment with such a design motivated them to write creatively. the ecommunity of writers in the blackboard 129 lms, combined with the recursiveness of the addie model steps, enabled teachers and student writers to receive ongoing feedback for improving their specific writing abilities on an individual basis. the addie model as an instructional design and the power of the lms assisted in the creation of an online learning community in which students learned from their peers and the writing instructor served as a fellow writer rather than a summative evaluator of students' written works (alhujaylan, 2019). hypothesis five: furthermore, the researcher hypothesized that there was a significant difference between the posttest mean scores of the experimental group and the control group in the skill of flexibility in favor of the experimental group at the 0.01 level of significance. table 5. t-test results of the skill of flexibility post-test comparing the control and experimental groups' mean scores group n mean sd d.f. tvalue effect size (η2) control 30 13.20 2.85 58 6.92* 0.67 ** experim ental 30 17.40 2.69 viii. * significant at the 0.01 level ** high effect size according to table (5), the calculated tvalue (6.92) is statistically significant at the 0.01 level of significance. as a result, there is a statistically significant difference between the mean scores of the experimental and control groups on the flexibility skill in the post-test in favor of the experimental group. thus, the fifth hypothesis is accepted. furthermore, the effect size value was high, with 2 = 0.67. as a result, the proposed strategy had a significant impact on the participants' performance. the graph below depicts the difference in post-administration means scores for both groups. figure 7. comparison of mean scores of the two groups in the post administration of the flexibility skill flexibility is a higher-order thinking skill that has been identified as critical for learning in technologically enhanced environments. prior research considered 'flexibility,' along with elaboration, fluency, 130 and originality, as one of the four basic functions of divergent thinking (oye, 2012). prior research findings frequently cited the environments of lmss as having significant effects on the development of student’s abilities to create imaginative expression and produce signs of divergent thinking when students attempted to write in search of identity or when they were trained to write and read on personal topics (nagai & taura, 2011). open-mindedness in a way that helps learners adapt and conform to new learning methods and mediums is referred to as flexible thinking. the study could prove that the addie model in the e-learning medium of blackboard improved cognitive flexibility during the writing process by enhancing the ability to naturally rearrange bits of knowledge in novel and unique ways to adaptively respond to the demands of changing situations. in fact, flexibility is a necessary skill for adjusting to the demands of new e-learning environments, relocating and recycling knowledge in new situations, and decoding and resolving unfamiliar problems. this could be explained by three main elements that define learners' natural tendencies to think in flexible ways in technology-driven e-learning environments. these elements were identified as follows: 1) acceptance of new or changing technologies (technology acceptance); 2) openness to other people's ideas (open-mindedness), and 3) adapting to changes in learning situations (adapting to new situations). hypothesis six: assuming that there is a statistically significant difference between the posttest mean scores of the experimental group and the control group in overall creative writing test scores to the good of the experimental group at the 0.01 significance level, the researcher sought to test the validity of this hypothesis with a t-test for independent samples. this test was used to compare the mean scores of the two groups in creative writing skills on post-testing. the t-test results were statistically consistent with the hypothesis. table 6. t-test results of all creative writing skill posttest comparing the control and experimental groups' mean scores group n mean sd d.f. tvalue effect size (η2) control 30 55.27 10.59 58 9.14* 0.76 ** experim ental 30 77.20 7.78 * significant at the 0.01 level ** high effect size table (6) shows that the calculated tvalue (9.14) is statistically significant at the 0. 01 level of confidence. 131 as a result, there is a statistically significant difference between the mean scores of the experimental and control groups on all creative writing skills in the post-test in favor of the experimental group. as a result, the sixth hypothesis is confirmed. furthermore, the effect size value was high, with 2 = 0.76. as a result, the proposed strategy had a significant impact on the participants' performance. the graph below depicts the difference in post-administration means scores for both groups. figure 8. comparison of mean scores of the two groups in the post administration of the creative writing skills ix. conclusion the statistical analysis revealed that the addie model used in the e-learning environment was effective for teaching creative writing, as the experimental group's mean scores on the creative writing posttest improved significantly in favor of the experimental group in the overall test at the 0.01 level of significance. the study's findings revealed that using a weblog as a medium for projecting students' writings in the instructional design of the addie model functioned as an effective teaching and learning tool supportive of the creative writing process. thus, the e-learning environment of blackboard blogs and discussion boards was effective in developing students' writing performance, gradually increasing their development of creative writing skills in english. the study's findings revealed a significant difference in the mean scores of the experimental group in the pre-and post-administration of the cwt in overall creative writing skills. this indicates that the experimental group trained to use an e-learning environment outperformed the control group in terms of overall creative writing skills. similarly, the amount of growth in overall creative writing skills between the pre-test and post-test for the experimental group students was significant. the high scores obtained by the experimental group participants reflect the effect of using an e-learning environment. some factors related to the proposed strategy and the implemented teaching/learning methodology appear to account for the observed progress in their overall creative writing skills. 132 in conclusion, when compared to their peers in the control group, experimental participants were able to improve their creative writing performance by the end of the study. this may be attributed to the instructional design of the addie model in the blackboard lms, which may have induced the experimental participants to identify and emphasize their efforts to understand the relationship between brainstormed ideas and to select appropriate transitional words and phrases to signal new ideas in paragraphs. furthermore, these findings can be attributed to both the characteristics of the e-learning environment and the benefits of creative writing activities following the instructional design of the addie model. the researcher also noticed that experimental students' confidence increased when they were given the opportunity to practice creative writing on their weblogs using the addie e-learning strategy used in this study. this could also be attributed to the asynchronous nature of weblogs, which gave them more freedom and momentum to reread their own and their peers' projects without space or time constraints. this suggests that efl students work devotedly and passionately on their creative writing projects when they believe their writing teacher, other peers, and blog readers will have access to their work at any time and from any location. pedagogically, the findings of 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(2021). from experiencing to expressing: a virtual reality approach to facilitating pupils’ descriptive paper writing performance and learning behavior engagement. british journal of educational technology, 52(2), 807–823. 285 journal of english education and technology vol. 03 no. 03, october 2022, pp. 285 300 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) merdeka belajar is reflected in the professional competence of english teachers siti sudaryani1, diah ambarumi munawaroh2 mts hasyim asy’ari kota batu1, mts negeri kota batu2 sitisudaryani6@gmail.com1, diahambarumi79@gmail.com2 abstract "merdeka belajar” (autonomous learning) is a term that emphasizes the freedom and responsibility of students in learning. in this regard, english teachers have an essential role in reflecting their professional competence by facilitating an independent learning process for students. it involves providing appropriate direction and guidance and ensuring that students have sufficient access to resources and technology to assist them in learning effectively and independently. that way, students can reach their potential and build the skills necessary to succeed in a competitive global world. this study uses a qualitative descriptive approach with obsession, interviews, and documentation. the results showed that independent learning is an effective learning process and gives responsibility to students. in addition, english teachers also have an essential role in facilitating the process of independent learning because the professional competence of english teachers determines the success of the autonomous learning process. further research can focus more on learning models that support and facilitate students to be independent in learning. keywords: merdeka belajar, teacher competence, professional teacher, english i. introduction the development of science and technology, marked by advances in information media and technology, has developed rapidly. so, education must also make breakthroughs so that students can optimize their skills under their talents and interests. education is a long-term investment in human resources (hr) that has strategic value for the continuity of human civilization (aziz, 2019b). one of the essential components in education is the http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:%20sitisudaryani6@gmail.com1 286 teacher. teachers in education have a significant and strategic role (munawaroh & suwardi, 2022). it is because teachers are at the forefront of the implementation of education. teachers who communicate knowledge and skills directly to their students, teaching through instruction and examples of positive values. teachers are actual practitioners of education (rosyad & maarif, 2020). given the strategic role of teachers in education, especially in this global era, the need for qualified teachers is a necessity for the future of a glorious nation. the need for higher-quality teachers must be addressed positively by education managers. this positive response must be demonstrated by constantly improving the quality of the educational programs it offers. improving the quality of education in indonesia is part of the development goals in the field of national education. for this reason, the improvement of human resources needs more attention. given how important education is to the development of a country, the government strives to continue to improve the quality of education in the country (aziz, 2019b). the government makes various regulations and policies so educational goals can be achieved. these last two years, the ministry of education and culture of the republic of indonesia has issued a new approach, "autonomous learning." the program is described in four policies, namely: (1) un (national examination) removal, (2) implementation of usbn (school exam-based national) whose implementation is handed over to schools, (3) rpp (course outline) format simplification, (4) new student admissions zoning system (psb) (mauizdati, 2020). the policymaking of independent learning in the background is based on research results by the programme for international student assessment (pisa) in 2019. from the study results, it can be seen that the assessment results of indonesian students are still shallow. education or school policies will work well if the policy has certain aspects and eligibility (gistituati & aimon, 2020). the minister of education and culture of indonesia, nadiem makarim, concerning merdeka belajar in determining students' graduation, has raised pros and cons from various circles. the concept of "merdeka belajar" is to liberate educational institutions and encourage students to innovate and encourage creative thinking (ainia, 2020). this concept was then accepted considering the vision and mission of indonesian education in the future to create a quality society and compete in various fields of life. 287 in the industrial revolution 4.0, every educational institution is expected to have competitiveness and innovation that can collaborate to avoid being left behind. in the era of revolution 4.0, the education system is expected to be able to realize that students can think critically and can solve problems, are creative and innovative, and have the skills to communicate and collaborate (mardhiyah et al., 2021; munawaroh & suwardi, 2022; yamin & syahrir, 2020). the concept of merdeka belajar is a response to the needs of the education system in the era of the industrial revolution 4.0. nadiem makarin, minister of education of the republic of indonesia, emphasized that freedom of learning is the freedom of thought that starts from teachers (iqbal, 2021). according to (hooks, 1994), educating as a practice of freedom is an interesting and exciting form of teaching and learning for teachers and learners. in this practice of freedom, both parties equally contribute to sharing learning experiences (simonson et al., 2019). the idea of merdeka belajar creates college students who're capable in memorizing studying and feature sharp evaluation and reasoning in overcoming a problem. students also are anticipated with a purpose to have character. in education, instructors need to have the cappotential to grasp studying cloth and increase it extensive into thrilling and a laugh cloth to speak about through the use of generation as a medium of studying so that scholars have excessive motivation in studying to increase the talents that exist in themselves. students' innovative and innovative energy will develop if instructors can layout studying that demanding situations them to create actively. education is learner-centered, focusing on the learner's personality, experiences, perspectives, backgrounds, talents, interests, capacities, and needs in learning (aziz, 2020; munawaroh & suwardi, 2022). in this context, new academic techniques must inspire interplay among instructors and newbies. creative exercise in training must assist newbies to paintings on constructing their expertise through defining things, which might be very critical of their eyes, and withinside the process, make stronger their self-self belief and individuality. they additionally contain the improvement of newbies' private qualities, together with a robust experience of obligation for oneself and others. with the improvement of training policies, of course, instructors need to be capable of adapt to relevant guidelines. teachers have a crucial role in learning; as 288 professionals, teachers must organize quality learning, producing an educated generation that can compete globally and has good morals (panjaitan et al., 2021). teachers must be able to change the old paradigm by following new policies. in facing the industrial era 4.0, teachers must be able to upgrade themselves by developing their pedagogical competencies to guide and direct students to use their reasoning power well (aziz, 2020). teachers with freedom of thought can provide stimulus and stimulate students to use their reasoning power well and have creative control over their talents and abilities (panjaitan et al., 2021; rahayu et al., 2022). teachers must be able to use their creative power in designing learning using various existing learning methods and media to create independent learning for students. the learning process will be exciting and fun if the english teacher can design the learning creatively. teachers can choose suitable methods using learning media to help students understand and understand the material being taught (syaparuddin et al., 2020). with varied learning methods and appropriate learning media, learning will be created that is not monotonous. thus, the government's goals and policies on independent learning will be well achieved. the phenomenon is that there are still many teachers who feel confused and unfamiliar with the use of learning media. the method used by teachers in learning is only the lectures friendly or assignment method. so that students cannot develop their personalities according to their talents and interests. in this case, learning is not centered on the learner but on the teacher (munawaroh et al., 2022b). this kind of learning process dwarfs the thinking and creativity of students because students are not allowed to express themselves freely and freely. in terms of compiling the learning implementation plan (rpp), some english teachers only copy and paste. it happens because the significant components must be detailed the so that it consumes a lot of time, even though the teacher has to carry out the learning process. in the independent learning program, teachers must have free and independent thinking in designing existing learning according to the needs of students (munawaroh, 2022). teachers have independence in choosing elements of the curriculum to be developed in the learning process according to the needs of students. the freedom teachers have in choosing the elements in the curriculum must be able to create learning that challenges students to have critical thinking in solving various existing problems, cultivate creative 289 inventiveness, and have good character in establishing communication and cooperation with others. teacher professional competence is the teacher's capacity to grasp getting to know substances and increase them extensively and deeply into extra interesting and a laugh fabric to talk about and use era as a medium to aid getting to know. broad and inintensity getting to know permits guiding college students in know-how the situation be counted and assembly the competency requirements set out withinside the national education standards. teachers must have consist of 4 competencies: pedagogic, personal, social, and professional, but in learning actions in the classroom, a teacher must possess pedagogic and professional competencies. in article 3, paragraph (3) of pp no. 74/2008 concerning teachers, the competence is holistic. a holistic means that a teacher must possess these four competencies that are unitary so they cannot be separated. however, the four competencies researchers focus more on professional competencies. researchers understand that these competencies are holistic, so they are a unit that cannot be separated. however, here researchers want to know more about the ability of teachers to master and develop material well and use technology as a medium to support the learning process so that it reflects independent learning where children learn from various sources. pedagogic competence is the teacher's capacity to nicely technique gaining knowledge of and manage the classroom. in contrast, expert competence is the teacher's capacity to grasp gaining knowledge of substances, technique substances, and use era to aid the gaining knowledge of technique withinside the classroom. in this article, researchers study the expert competence of instructors in reflecting unbiased gaining knowledge of for college students gaining knowledge of english on the school. the expert competence in query is the capacity of instructors to grasp educational issues carefully associated with the implementation of the coaching and gaining knowledge of technique to perform their responsibilities as educators nicely and responsibly withinside the classroom. in the countrywide training requirements, the reason of article 28 paragraph (3) factor c states that what is supposed through expert competence is the capacity to grasp gaining knowledge of substances extensively and profoundly that permits guiding college students in assembly the competency 290 requirements mentioned withinside the national education standards. according to (sanjaya, 2008), professional competence is an ability related to completing teaching tasks. this competency is essential because it is directly associated with the performance displayed. some of the skills related to this competency include: mastering teaching materials, developing materials, developing professionalism on an ongoing basis by taking reflective actions, and utilizing information and communication technology as a supporting medium in the learning process. along with the times, science and technology are increasingly advanced, and a teacher is also required to develop his ability to educate students. professional teachers, of course, must always be responsive to changing times and advances in knowledge and technology and achieve some criteria for professional teachers. as professionals, teachers must be able to develop personality, interact and also communicate, carry out school administration, carry out simple research as a necessity in teaching, master the educational foundation, master lessons, compile a teaching program (rpp), and also evaluate the learning outcomes that have been carried out. in the learning process, the teacher must create a pleasant learning atmosphere and provide opportunities for students to seek all knowledge by using their thoughts from various sources to develop merdeka belajar (suparlan, 2015). based on the learning method developed by ki hadjar dewantara above, the teaching method emphasizes each student's selfawareness. it can be seen from the stages presented by ki hadjar dewantara, who saw the importance of an approach. learners are taught to act according to the knowledge gained. merdeka belajar is the capacity to think about innovative college students looking for expertise from diverse sources. students can freely pick to research from a couple of studying assets and unfastened from pressure (as ki hadjar term, the faculty ought to be a studying park for college students) (aziz, 2019b; munawaroh et al., 2022a). merdeka belajar is likewise one of the preliminary applications of the minister of education (nadiem makarim), who desires to create a glad studying atmosphere, each for college students and instructors. therefore, instructors with expert competence are required to train via way of means of growing unbiased studying in order that the studying system could make college students greater innovative to benefit 291 expertise in depth, growing a glad atmosphere. in merdeka belajar, besides acting as one of the learning resources, the instructor additionally acts as a studying facilitator. as studying facilitators, instructors should layout a laugh studying so college students can reap the predicted studying goals. freedom to evaluate scholar studying with diverse sorts and styles of studies instruments, unbiased from diverse burdensome administrative making, loose from the politicization of the coaching profession, and loose from diverse pressures and intimidation towards them. teachers with professional competence will be able to realize concepts and reflect independent learning well because they must be more creative and innovative in developing learning materials. english teachers are educators who teach following their field, namely, english. to become an english teacher who has professional competence and that reflects merdeka belajar, an english teacher must be able to make learning in the classroom feel fun and provide opportunities for students to seek and read knowledge from various sources to create a reflection of independent learning where children will find their expertise in their way and according to the understanding of each student on how to learn english well. english is a foreign language in its position in the national education system. understanding it is not easy and requires high thinking and skill. english consists of a component of knowledge (science) and skills (application). the science components include grammar, vocabulary, spelling, and pronunciation, while skills include listening, speaking, reading, and writing. in the use of language, english is applied in language skills. therefore, teachers with professional competence are needed who can constantly develop learning to be better and more enjoyable. it can allow students to imagine and make learning more varied. in this case, english teachers research how independent learning is reflected in the professional competence of english teachers at mts negeri 01 batu. ii. method (stake, 2013) explains that the type of case study depends on the purpose of education; instrumental case studies are used to provide insight into an issue; an intrinsic case study is carried out to gain a deeper understanding of the case, and a collective case study is a study of several cases to investigate a specific phenomenon. other 292 case studies are based on specific objectives, such as teaching case studies. qualitative research is used to test the events that occurred and then search carefully for the factors that can cause those events and instrument keywords (sugiyono, 2013). data were collected through observation, interviews, and documentation. the object of his research was the english teacher mts negeri 01 batu. the data collection technique will produce accurate data, and its purpose is temporary answers to research questions. data collection is a process or activity carried out by researchers to capture or capture various phenomena, information, or conditions of the research site by the scope of the research. moleong (2012:168) explains that qualitative data collection depends on oneself as a means of data collection, analysis, data interpretation, and ultimately being a pioneer of the results of its research. in conducting this study, researchers performed several techniques in collecting data; observation, interview, and documentation. iii. result and discussion implications of independent learning in education learning is a process of activities carried out consciously by students to achieve certain goals. by learning, students will be obtained a mental and psychic activity that takes place in interaction with the environment. this activity is expected to result in changes in knowledge, understanding, skills, and attitude values. learning is the result of activities to change behavior so that new skills are obtained from independent learning activities. learning outcomes can be known after going through the learning process and then applied or tested in the real world. based on the results of observations, it can be seen that the values of responsibility owned by students are still limited to supervision. thus it is still necessary to motivate to increase maximum responsibility to himself and to others and responsibility to the environment and their own dri. (aziz, 2019a) to mean that responsibility is to recognize the accountability of the influence and role of the individual in which the individual is located, and to accept all the consequences of what he has played. during the researcher's observations, the role of the student is still fixated on what the teacher or researcher says, what is instructed, and what is being discussed in classical conditions such as ordinary days. in this condition, there has not been a significant change. 293 merdeka belajar is an educational approach that focuses on giving freedom and responsibility to students in their learning process. this system allows students to select and determine the material they want to study and have independence in managing their learning process. with merdeka belajar, students will be more motivated and have a high interest in learning because they can choose the material they want to learn. students are also invited to take responsibility for their learning process so that they will form self-driving abilities and independence in learning. students' responsibility in learning will also increase because merdeka belajar focuses on the learning process oriented towards problem-solving and innovation. students will be more active and creative in learning and get used to making decisions and setting priorities on their own. with increased student responsibility in learning, they will better understand the importance of learning and have a high sense of responsibility for their learning outcomes. students will also form a good character and have high critical thinking skills to improve their achievement and learning quality. overall, merdeka belajar can be a solution to increase students' learning responsibility, help them develop their potential and talents, and form positive attitudes and behaviors in learning. in addition, merdeka belajar is also an educational concept that focuses on providing freedom and responsibility to students in the learning process. the implications of merdeka belajar for students are as follows: 1. increased learning motivation: students can choose and determine the material they want to study, thus making them more motivated and interested in learning. 2. self-driving ability: students are invited to take responsibility for their learning process, thus forming selfdriving ability and independence in learning. 3. character building: students are taught to make decisions and set priorities independently, thus helping to form good character and foster a sense of responsibility. 4. creativity and innovation: merdeka belajar focuses on problem-solving and innovation-oriented learning processes, thus helping students to increase their creativity and innovation. 5. critical thinking skills: students are invited to evaluate and analyze the 294 information they obtain, thus shaping their critical thinking skills. with merdeka belajar, students can learn independently and be highly responsible for their learning processes and outcomes. they will also form a good, creative, and innovative character and have high critical thinking skills. so, merdeka belajar can help students to develop their potential and talents and form positive attitudes and behaviors in learning. the role of english teachers in independent learning the ability to speak english is one of the competencies that students must have in the policy of independent learning. this competency will make it easier for students to find learning resources and not be limited to one source. his world of learning became vast, and even as the saying goes, "to master a language is to rule the world,", especially with the online learning system during a pandemic like today. students can be creative and innovate even harder to find learning resources from anywhere with their language skills. however, it becomes a problem when this ability is not honed during this online learning. let alone learning english online, face-to-face learning based on some cases, many children avoid it. it's as if learning english becomes a scary "ghost." whereas when they have good english skills, then this ability can be a fun "angel." therefore, to keep learning english fun for students during this pandemic, english teachers have a huge role. teachers must be creative and have the ability to be able to realize interesting learning for students. because of the policy of independent learning in the 21st century, students must be taught skills that can prepare themselves for success in learning, their lives, and success in the world of work. several points must be of concern to english teachers to create an exciting learning atmosphere in the context of independent learning, even during a pandemic. first, teachers must have the ability to create learning according to their needs. it means that an english teacher, especially during this pandemic, whose learning is carried out online, must be able to create interactive learning media and utilize existing technology in every learning process. teachers must be familiar with digital technology to help the learning process even better. suppose there are teachers who cannot use and utilize technology in their learning process. in that case, they must be willing to 295 improve their abilities by attending training or self-taught learning from various existing learning resources. it is imperative to realize a fun learning process for students. when learning english is carried out interactively with media supported by digital technology, it is easier for them to learn. it would be even more interesting if teachers could create various english learning applications. exploiting and utilizing technology to support the learning process increases student creativity and enthusiasm for learning. second, teachers should reflect on various learning activities in the classroom. reflections on what students have done in class, the methods and techniques used, whether they are appropriate, the material presented, and whatever happens throughout the learning process must be reflected. the reflection of a teacher is essential for the better improvement of the learning process at the next meeting. third, develop teacher competencies. competence is the main key to a professional teacher. the quality of the language used by english teachers in teaching will bring knowledge and understanding to students' critical thinking, good attitude, and enthusiasm for learning. therefore, good quality of communication must be achieved by english teachers. fourth, conduct alternative learning outcomes assessments and not just focus on traditional assessments. it means that in providing assessments, teachers must conduct a comprehensive assessment. all aspects describing a student's abilities should be part of the assessment. the assessment is not only based on the fill-inthe-answer paper. but communication skills, learning motivation, and activeness in every learning process should be part of the assessment. so that the assessment is no longer limited to high scores or failures. but the evaluation is carried out to find the strengths, weaknesses, and progress that the students have achieved. it will make students' learning motivation increase. especially during this pandemic, the opportunity for face-to-face is minimal. alternative assessments will provide space for students to be able to correct their shortcomings and improve their abilities. fifth, teachers must be committed to carrying out the learning process for the better. this commitment is essential in motivating and teaching students so that learning english can be fun even though learning online during a pandemic. 296 teachers are not the only source of knowledge to improve english competence. because students can search for many sources on the internet, especially during this pandemic, but in any case, the presence of a teacher in a child's learning process is irreplaceable. the role of the teacher in providing direction, guidance, and motivation to his students. it all cannot be replaced by digital technology. hopefully, english teachers will always give their best to students and play an active role in carrying out the policy of independent learning during this pandemic. relationship of professional competence of english teachers and independent learning merdeka belajar is an educational movement that promotes unlimited education, where students can learn whatever, they want and develop their potential. in this regard, the teacher plays an essential role in helping students achieve their goals. therefore, professional competence of english teachers must be qualified to meet the demands of merdeka belajar. the professional competence of english teachers includes several aspects, such as teaching ability, material understanding, communication skills, and technology skills. teachers who have good professional competence will be able to provide quality learning and help students understand the material well. thus, students will be more motivated to learn and achieve their goals in merdeka belajar. as an international language, english is essential in supporting student success in merdeka belajar. english teachers must understand english well and be able to teach english as a global language of communication. thus, students will find it easier to understand and master english, which is one of the conditions for participating in merdeka belajar. technological skills are also an essential aspect of the professional competence of english teachers. teachers who have good technical skills will be able to utilize technology to help students learn and achieve their goals (aziz & dewi, 2020). thus, it will be easier for teachers to provide quality learning and help students understand the material well. overall, the professional competence of english teachers plays a vital role in assisting students to achieve their goals in merdeka belajar. therefore, teachers must continuously improve their competence to provide quality learning and help students achieve their goals. 297 iv. conclusion professional competence is a skill that a person has in a particular field and has been able to contribute his professionalism (science) to people in need. teachers who have professional competence are those who master the material well, develop it, use technology as a medium to support learning, and provide opportunities for students to find knowledge from various sources to reflect the freedom of learning to students. from the results and discussion, it can be concluded that some english teachers at mts negeri 01 batu have the potential to master the material and develop english skills in reflecting the freedom of learning in each student. 2 teachers have applied english knowledge in various classes, namely grades 7, 8, and 9. not all do not yet have the basic english skills to teach. adequate facilities such as textbooks, lesson plans, focus, videos, and speakers as teaching materials to support teachers in teaching english. based on data obtained from observations, interviews, and documentation, researchers concluded that good learning in reflecting independent learning, proven by mastering the subject matter well, developing the subject matter, and using technology as a supporting medium basically to improve professional competence in reflecting independent learning for students in seeking knowledge and skills in english from various sources. merdeka belajar is an effective learning process and gives responsibility to students, so english teachers have an important role in facilitating the merdeka belajar process. the professional competence of english teachers determines the success of the merdeka belajar process. english teachers must improve their professional competence, and the school must provide support and facilities to facilitate the merdeka belajar process. students must also make optimal use of the merdeka belajar process to improve 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(2020). pembangunan pendidikan merdeka belajar (telaah metode pembelajaran). jurnal ilmiah mandala education, 6(1), article1. https://doi.org/10.58258/jime.v6i1.111 1 journal of english education and technology vol. 05 no. 01, march 2023, pp. 1 16 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) using the herringbone technique to improve students’ reading achievement titik hindrayani1, diah ambarumi munawaroh2 mts negeri kota batu1, mts negeri kota batu2 titik.hindra20@gmail.com1, diahambarumi79@gmail.com2 abstract this study examined how the herringbone technique was used to improve students' reading abilities in narrative text. this study used classroom action research (car). the study is divided into two cycles. two meetings were held during each cycle. the students’ reading comprehension value in cycle 1 did not meet the success criteria. only 8 out of 24 students (66.7%) met the success requirements. therefore, the researchers updated their strategy and moved on to the next cycle. the average value of students increased in cycle 2. all students got good grades, while no one got a negative score. in conclusion, the herringbone method used in class x at mtsn 1 batu was able to improve students' ability to read narrative material. keywords: reading abilities, narrative text, herringbone technique http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:%20titik.hindra20@gmail.com1 2 i. introduction reading is one of the four skills that students must master, besides speaking, writing, and understanding spoke english. in fact, it is often difficult to understand messages. the reader must do more than remember what is said in the text. based on (harmer, 2007) reading is difficult to understand, especially when readers are working with unfamiliar words and sentence patterns they don't yet understand. in a typical lesson, the teacher directs students to pay attention to details and information in the text. they can find reading boring because of these challenges. as a result, reading should be enjoyable; otherwise, educating would not be worthwhile. (grabe & zhang, 2016) due to their lack of understanding of word meanings and inability to locate engaging reading material, the students believe that reading in english is uninteresting and dull. to feel joyful and motivated to learn english, students need a variety of engaging tools. consequently, the existence of the teaching methodology is crucial. the focus of reading instruction is usually on the student's mastery of the content in order to answer the questions that follow reading comprehension (budhi & widyawati, 2015) when asking questions on the narrative text, the emphasis is typically on tale factors. as a result, college students' studying specializes in fictional factors which includes who the characters and characterizations are, how the plot is described, what's the message, and so on. mtsn 1 batu instructors nonetheless use dull gaining knowledge of methods. the initial take a look at observed that the trainer's approach did now no longer arouse college students' hobby within inside the coaching and gaining knowledge of process. the trainer teaches studying through certainly explaining the means of every new vocabulary to college students. after that, the trainer instructs college students to finish the worksheet. this scenario makes college students no longer prompted to pay attention to the trainer's clarification in class. as a result, college students display terrible studying comprehension in narrative texts. the narrative is one of the genres used within the competency-primarily based totally curriculum. a style is a form of textual content that has a social function, popular structure, and lexicon grammatical features. the social functions of narrative textual content are to assemble a sample of events, to amuse or entertain, to address the uncommon or unexpected, to train readers 3 that issues need to be resolved, and to contain commonly valued styles of behaviour (hatavara, 2016). the aim of the narrative is to offer a view of the arena that entertains or informs the reader or listener. in this study, the narrative textual content refers to a form of tale style that has a social characteristic to amuse and entertain with elaborate occasions that comply with the resolution. there are numerous styles of narratives, together with 1) funny narratives, which intention to make the target market snort as a part of the tale. 2) romance: a romance tale generally tells of ranges overcoming boundaries to come to be together. 3) the diary-novel: the textual content on this form of narrative is supplied inside the shape of a diary entry. 4) science fiction: a technology fiction tale takes area in a international rule with the aid of using technology and technology. 5) fable: a fictional tale meant to educate a ethical lesson, commonly concerning speak me animals, 6) myth: a conventional story of unidentified writers that purports to have ancient foundations however is generally used to give an explanation for a few herbal phenomena, the advent of man, or the customer, institutions, and non-secular practices of people. myths generally function the deeds of gods and heroes. 7) legend: a story handed down thru generations this is broadly believed to have ancient help however can't be independently verified (mahadi et al., 2018). the narrative text that was taught in this study generally took the form of texts from myths and legends. given this situation, the researchers suggest the usage of photo organizers to educate analysing narrative texts. teaching with a photo organizer is one approach to growth college students' motivation to analyze english. graphic organizers are critical and powerful pedagogical gear for organizing content material and thoughts and assisting college students recognize newly obtained information (mcknight & erie, 2010). the herringbone method is a kind of image organizer. the herringbone technique permits college students to apprehend how the assisting factors relate to the primary topic. it is used to set up assisting facts for the primary topic and is designed to make it less complicated for college students to become aware of a desired primary idea (mcknight & erie, 2010). to use the herringbone technique, students must read a story and then look for answers to the wh questions: who, what, where, when, why, and how (westwood, 2008). the instructor works with students to arrange their findings on a graphic layout that resembles a fish skeleton. the diagram is 4 then summarized along its central spine. this visual design offers an easy-to-observe visual structure for choices and is useful for reading back information. several studies have shown that the herringbone technique is effective for teaching reading. (dara et al., 2016) observed that the herringbone technique is powerful for coaching studying narrative texts to the eighth grade students at mtsn takengon ii, aceh tengah at some point of the 2016/2017 instructional year. another study, (lumbantobing et al., 2020), observed that the usage of the herringbone method stepped forward college students' studying comprehension with inside the tenth grade at sma negeri four pematangsiantar, west sumatra. according to the reason above, the cause of this examine is to undertake the herringbone method to beautify the studying abilities of tenth-grade college students at sma al-fallah silo jember. it is expected that via way of means of the usage of the herringbone method, college students' studying talents will increase, in particular their capacity to understand narrative texts. ii. literature of the study reading concept reading comprehension is the process of comprehending and understanding a text. it is the ability to identify and understand the ideas in a text, as well as their relationships (aziz, 2020b). reading comprehension is an essential skill for students to develop. it helps them to understand what they are reading and to improve their vocabulary. it also helps them to learn how to think critically about texts. several different skills are necessary for reading comprehension. these include decoding skills, comprehension skills, and fluency (aziz, 2020a). decoding skills help students understand the patterns used in a text. comprehension skills help students understand a text's ideas and draw logical conclusions from it. fluency skills help students to read smoothly and without stumbling. there are several different strategies that students can use to improve their reading comprehension. these include: reading for enjoyment, using a guide, and practicing regularly. reading for enjoyment helps students learn the material they are reading and develop a sense of interest in it. it also helps them to develop a better vocabulary. using a guide is an effective way to help students read quickly and without errors. it also helps students to understand the text more fully. the concept of reading refers to the ability to interpret and understand written language. reading involves the process of 5 decoding written symbols, recognizing words and their meanings, and comprehending the ideas and messages conveyed through text (aziz, 2018). reading is a complex cognitive process that requires the integration of various skills, including phonological awareness, vocabulary knowledge, syntax and grammar knowledge, and background knowledge. the concept of reading can also refer to different approaches and strategies for teaching and learning reading. some of the common approaches to reading instruction include phonics, whole language, and balanced literacy. phonics instruction emphasizes teaching students the relationship between sounds and written letters, while whole language instruction emphasizes immersion in reading and writing experiences. balanced literacy instruction aims to provide a combination of both approaches, with a focus on teaching foundational skills as well as providing opportunities for reading and writing in meaningful contexts. effective reading instruction involves providing students with a variety of reading materials, including texts that are appropriate for their reading level and interests, and using strategies to promote comprehension, such as predicting, questioning, clarifying, and summarizing. the concept of reading also involves the importance of fostering a love of reading and developing reading habits that can benefit learners throughout their lives. strategy of teaching reading there are several strategies for teaching reading that educators can use to help students develop their reading skills and comprehension. here are some effective strategies for teaching reading: 1. model reading: one of the best ways to teach reading is to model good reading habits for students (perfetti, 2017). this can involve reading aloud to students, demonstrating how to read with expression and fluency, and pointing out different reading strategies as you read. 2. activate prior knowledge: activating prior knowledge involves connecting new information to what students already know (aziz, 2018). this can help students make sense of new material and retain it better. teachers can ask students to share what they already know about a topic before introducing new material. 3. use visual aids: visual aids such as pictures, charts, and diagrams can help students visualize and understand what they are reading (halwani, 2017). teachers can use visual aids to introduce new vocabulary words or concepts, and 6 to help students make connections between different ideas. 4. scaffold reading: scaffolding involves providing support to students as they read, gradually removing the support as they become more proficient (brevik, 2019). this can involve breaking a text into smaller chunks, highlighting important information, or providing prompts to help students understand difficult concepts. 5. teach reading strategies: reading strategies such as predicting, summarizing, and asking questions can help students understand what they are reading (olson, 2021). teachers can model these strategies for students and provide opportunities for them to practice using them. 6. provide feedback: providing feedback on student reading can help students understand where they need to improve and how to do so (zhu et al., 2020). teachers can provide feedback on fluency, comprehension, and other reading skills. 7. use technology: technology can be a powerful tool for teaching reading (ahmadi & reza, 2018). teachers can use software and online tools to provide additional reading practice, track student progress, and provide targeted instruction. overall, effective reading instruction involves using a variety of strategies and techniques to help students develop their reading skills and comprehension. teachers should tailor their instruction to meet the individual needs of each student and provide ample opportunities for practice and feedback. herringbone technique concept the herringbone technique is a visual method used in reading instruction to help students identify and organize the main idea and supporting details in a text. it involves arranging information in a pattern that resembles the bones of a herringbone. to use the herringbone technique, the teacher writes the main idea of a text in the centre of a whiteboard or paper. then, the supporting details of the text are written on either side of the main idea in a diagonal pattern that looks like the bones of a herringbone (rosyida & ghufron, 2018). this technique helps students to visually connect the main idea with the supporting details of the text, making it easier for them to understand how the ideas relate to each other. it encourages them to think critically about the information they are reading and identify the most important ideas. the herringbone technique can be used with both fiction and nonfiction texts and is adaptable for use with 7 different grade levels and reading abilities. teachers can use it to introduce new topics, review previously learned material, or help students prepare for a writing assignment. overall, the herringbone technique is a useful visual tool for helping students organize information and develop their reading comprehension skills. it is a simple yet effective method that can be used in a variety of instructional settings. the implementation of herringbone technique in teaching reading are: the herringbone technique can be implemented in teaching reading in several ways. here are some examples of how teachers can use the herringbone technique in their reading instruction. introducing new material: teachers can use the herringbone technique to introduce new topics or concepts to students. they can write the main idea of the text in the center of the board and then add supporting details as they read aloud. this can help students to understand the relationships between different ideas in the text. guided reading: during guided reading sessions, teachers can use the herringbone technique to help students analyze the text. they can write the main idea of the text in the center of the board and then ask students to identify supporting details that relate to the main idea. this can help students to develop their comprehension skills and deepen their understanding of the text. independent reading: teachers can provide students with a graphic organizer that uses the herringbone technique and ask them to fill it in as they read independently. this can help students to identify and organize the main idea and supporting details of the text on their own. writing activities: the herringbone technique can also be used to help students prepare for writing activities. teachers can use the technique to help students organize their thoughts and ideas before they start writing. overall, the herringbone technique can be a valuable tool for teaching reading. it can help students to visualize the relationships between different ideas in a text and develop their comprehension skills. teachers can use the technique in a variety of instructional settings to support student learning and improve reading outcomes. iii. method this study employs a classroom action research design (car). the classroom action research design is based on the model proposed by (kemmis et al., 2014). the ninth-grade students of mtsn 1 batu have been the topics of the look at. it has a complete of 24 college students. this look at 8 started with a initial look at to decide the proper country of the college students' troubles all through the coaching and gaining knowledge of processes. based on observations and interviews, it changed into observed that: (1) the teacher's method did now no longer pique the college students' interest; (2) the college students have been unmotivated to comply with the teacher's clarification in class; and (3) the college students had a bad capacity in analysing comprehension in narrative text. picture 1. car concept planning action during the making plans stage, a few gadgets have been prepared, inclusive of a appropriate lesson plan version the use of the herringbone technique, substances and media, and achievement criteria. a. planning the lesson: the lesson plan consists of the targets that the scholars are anticipated to acquire in addition to the technique for supplying the herringbone approach with inside the teaching-getting to know process. the motive of this examine is to educate college students on the way to reply to the means and rhetorical steps of a story text. responding to that means includes figuring out the text's fundamental ideas, trendy ideas, and content material of the text. meanwhile, responding rhetorically way that scholars need to be capable of become aware of all the language functions of narrative text. the following teaching-getting to know steps have been tailored from (byrnes et al., 2009): 1. choose reading material appropriate for the student’s level. 2. create a herringbone outline with the 5w+h (who? when? where? why? what? how?) and the main idea. preliminary study ✓ identifying the problem of the teaching and learning in sma al-fallah silo jember ✓ interviewing the english teacher related to the strategy that had been applied, analysis and findings ✓ the strategy implemented by the teacher didn’t attract the students’ interest ✓ the students were not motivated to follow the teachers’ planning implemen ting fail reflecti ng observing succeed conclusion 9 3. students read, brainstorm, and write important information about the story in their notebooks. 4. following the discussion, the students wrote their responses on the herringbone outline. 5. students debate the answers (5w+h+main idea). 6. the herringbone outline is used to revise the story. b. creating learning materials and media this study's english substances have been created according with the cutting-edge curriculum. the narrative textual content kind became selected to be taught. the following talents have been confirmed in coaching studying narrative in senior excessive school, especially the 10th grade, according with the school-based curriculum (ktsp). understanding the meanings of brief practical texts and essays with inside the shape of narrative to have interaction with the surroundings became one in all the same old talents. this popularity became divided into numerous primary talents, as indexed below. 1. read aloud and clearly brief functional texts and essays that take the form of recounts and narratives, with appropriate environmental intonation, stress, and pronunciation. 2. giving accurate, fluid, and appropriate meanings to brief functional texts in relation to the environment. 3. reacting to meanings and rhetorical devices in straightforward, brief essays in narrative form in a precise, fluid, and acceptable manner. it may be concluded that the purpose of coaching college students to study narrative texts is for them so as to reply to which means and rhetorical steps of a story text. responding to which means includes figuring out the text's essential ideas, fashionable ideas, and content. meanwhile, responding rhetorically calls for college students so as to pick out all the language capabilities of narrative text. c. developing success criteria an assessment is needed to decide whether or not or now no longer this system is a hit. the fulfilment standards had been created 10 to evaluate the scholars' cap potential to recognize the narrative textual content provided. this take a look at could be taken into consideration a hit if as a minimum 80% of the scholars attain a minimal analysing rating of 75. implementing the action in this investigation, there have been two cycles. two meetings of 90 minutes each were held to conduct the first cycle. also divided into two sessions, the second cycle was undertaken. in this study the students use a strategy called the herringbone technique, which involves working in pairs or triads. students read the narrative material that the teacher has given them. following reading, the agencies whole the herringbone diagram through considering at the text, speculating on ability solutions to the questions, and together deciding on the only that, of their opinion, is the best. when the agencies have finished their tasks, the instructor gathers the whole magnificence in order that the agencies can percentage their selections and the motives for them with one another. observing the action during this phase, any records referring to the study's goal wherein the herringbone method became used to enhance students' studying capabilities became observed. the herringbone method became used to have a look at students' sports and improvements. reflecting the very last step is reflecting; on this step, all information accumulated from statement and the consequences of the students' assessments have been analysed and as compared to the achievement standards to decide whether or not the herringbone method used changed into suitable and powerful in fixing the hassle of enhancing the students' capacity to examine narrative text..the data presented are the results of the independent samples test, which compares the averages of two groups that are not related to each other, namely the pretest group and the posttest group. there are two types of tests performed, namely levene's test to check the similarity of variants, and the t test to check the average similarity. the results of levene's test for equality of variances show whether the variants of both groups are the same or not. in the pretest group, it was found that f = 1.272 and sig. = 0.264. this indicates that the variance in the pretest and posttest groups is considered the same because the sig. value is greater than 0.05. however, if it is assumed that the variants are not the same, then the ttest results show t = 2.745, df = 56.714, and sig. 11 = 0.008. this shows that there is a significant difference between the average pretest and posttest because the sig. value is smaller than 0.05. in addition, the mean difference between the two groups was 8.53333 with a standard error of 3.10882, and the 95% confidence interval for the mean difference was 2.30735 to 14.75932. in the posttest group, it was found that f = 3.284 and sig. = 0.075. this suggests that the variance in both groups is considered the same because the sig. value is greater than 0.05. the t test shows t = -0.664, df = 51.777, and sig. = 0.510. this shows that there is no significant difference between the posttest and pretest mean because the sig. value is greater than 0.05. in addition, the mean difference between the two groups was -1.20000 with a standard error of 1.80771, and the 95% confidence interval for the average difference was -4.82781 to 2.42781. from the results of the hypothesis test conducted on the data, the following results were found: 1. in the pretest group, there was a significant difference between the pretest and posttest mean because the sig. value of the t-test was smaller than 0.05 (0.008). this shows that there is a significant increase in posttest scores compared to pretest scores. 2. in the posttest group, there was no significant difference between the posttest and pretest mean because the sig. value of the t-test was greater than 0.05 (0.510). this shows that there is no significant difference between posttest and pretest scores. thus, it can be concluded that there was a significant increase in test scores in the pretest and posttest groups, but there was no significant difference between posttest and pretest scores in the posttest group. iv. result and discussion these studies become performed in stages. the first cycle becomes finished in meetings, as become the second one cycle. in every cycle, the implementation of the motion plan and study’s findings had been presented. cycle 1 cycle 1 turned into held in meetings, on may tenth and 11th, 2022. the first assembly turned into dedicated to introducing the herringbone technique. the situation turned as follows. the instructor assigned the scholars to paint in pairs. the instructor then gave every pair a story textual content and a piece sheet with a herringbone diagram. each member of the pair-paintings organization studies the narrative textual content on their own. they must, however, discuss with their 12 pair-paintings once they have solved a query on a piece sheet. the tale of "snow white" turned into used as a model. the 2nd assembly cantered on reviewing the narrative textual content's content material and taking a studying check. the following turned into the situation. after checking the scholars' attendance, the instructor requested an easy query approximately herringbone studying with inside the preceding assembly. the researcher then gave them the studying check and solution sheet and requested them to finish it on their own. the tale "bawang merah and bawang putih" turned into the difficulty of the studying check. student worksheet students answer students answer the narrative text given in cycle 1 the implementation of the herringbone method in cycle 1 produced unsatisfactory results. this have a look at could be taken into consideration a hit if as a minimum 80% of the scholars reap a minimal studying rating of 75. however, eight of the sixteen college students did not reap the minimal passing rating. only 66.7% of college students had been hit. this cycle, the common magnificence rating become 74.4. this supposed that the cycle become now no longer but whole. as a result, these studies continue to carry over to the subsequent cycle. there had been a few problems that needed to be resolved during the use of the herringbone method on this cycle. the first problem became that a few college students had been nevertheless ignoring the trainer's explanation. they had been nevertheless preoccupied with their personal business. second, many college students did now no 13 longer whole the check entirely. the majority of college students simplest finished some numbers and waited for the trainer to help them in answering the question. the remedy turned into revised withinside the following cycle to enhance it. to make the magnificence extra interesting, the trainer presented a purple coronary heart factor to the pupil who responded to the query speedy and correctly. it turned into was hoping that the scholars could be prompted to compete with their buddies for a praise through accumulating a massive quantity of purple coronary heart points, which could cause them to extra enthusiastic and reap a excessive degree of success. second, the trainer furnished an in depth rationalization of the sports that scholars have been required to finish at some point of the coaching gaining knowledge of process. finally, it allows the interest of coaching and gaining knowledge of to be controlled. cycle 2 cycle 2 turned into held in meetings, on may seventeenth and 18th, 2022. the implementation of herringbone strategies on this cycle turned into much like the implementation in cycle i. the handiest distinction turned into that the pupil who responded the query quick and successfully acquired a red coronary heart. the first assembly centered on working towards the herringbone technique. the state of affairs turned into as follows. the college students have been divided into -character groups. the instructor allotted narrative textual content and a piece sheet to the scholars. every member examine the narrative textual content individually, and after they respond to the query at the herringbone diagram, they must talk it with their group. the researcher requested the scholars to reveal the final results in their discussion. anyone who can solution the query quick and successfully acquired a red coronary heart from the researcher. the 2nd assembly changed into dedicated to reviewing the narrative text's content material and taking the studying take a look at. this changed into the scenario. after checking the scholars' attendance, the trainer requested a easy query approximately the preceding assembly's studying gaining knowledge of the usage of the herringbone technique. the researcher then surpassed out the studying take a look at and solution sheet and requested the scholars to finish it on their own. the story "banyuwangi legend" changed into the point of interest of the studying take a look at. 14 student worksheet the narrative text given in cycle 2 interested in reading herringbone-style narrative writing. learning activities changed and became more dynamic. due to their desire to win a prize by gathering a large number of pink hearts, the students were encouraged to compete with their friends, which increased their motivation to succeed. additionally, the student's sense of socializing improved. every student in cycle 2 (100%) was able to meet the minimal standard required for the success criteria. comparing the outcome to cycle 1's outcome (66.7%), the result increased by 33.3%. additionally, from 74.4 in cycle 1 to 84.4 in cycle 2, the average class score was rising. it was evident that cycle 2's application of the herringbone approach was successful. based at the findings from cycle 2, it changed into viable to attract the belief that the herringbone approach used with the eighth-grade college students of mtsn 1 batu changed into able to elevating the college students' overall performance in analysing narrative material. the findings of this look at seem to help in advance studies by (dara et al., 2016), which became titled " the effectiveness of herringbone technique to enhance students' ability in comprehending narrative text of the eighth grade students at mtsn, aceh tengah, aceh" in the educational year 2016– 2017. dara carried out an experimental have a look at with college students with inside the 8th grade at mtsn, aceh tengah. the have a look at findings validated the effectiveness of the herringbone technique for reading studying material. it additionally consents with the findings of a have a look at carried out by (lumbantobing et al., 2020), which determined that imposing the herringbone technique stepped forward students' analysing comprehension with inside the 10th grade at sma n four pematangsiantar. 15 v. conclusion based at the study’s findings and discussion, its miles viable to finish that using the herringbone method to remedy the college students' studying comprehension trouble turned into a achievement. students’ advantage from seeing the way to use this photo organizer on chart paper. students are endorsed to arrange and classify facts as they study the usage of the herringbone method. one of the photo organizers used for organising assisting info for a chief concept is the herringbone technique that is a powerful device for enhancing college students' comprehension. observations in cycle 1 discovered that scholars have been interested by studying narrative textual content the usage of the herringbone method; however, a few college students have been not able to reap the minimal passing rating. the prescribed standards have been now no longer met through eight of sixteen college students (66.7%). as a end result, this studies turned into carried ahead to the following cycle. in cycle 2, all college students (100%) met the achievement standards’ minimal level. in evaluation to cycle 1, the end result multiplied through 33.3%. the common elegance rating multiplied from 74.four in cycle 1 to 84.four in cycle 2. it might be deduced that the herringbone method used with the tenth-grade college students of mtsn 1 batu turned into certified to enhance the college students' success in studying narrative textual content. vi. 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(2021). the reading/writing connection. allyn & bacon. perfetti, c. a. (2017). the representation problem in reading acquisition. in 16 reading acquisition (pp. 145–174). routledge. rosyida, f., & ghufron, m. a. (2018). herringbone and tri focus steve snyder technique: the techniques for teaching reading comprehension viewed from students’ reading habit. international journal of instruction, 11(3), 603–616. zhu, x., chen, b., avadhanam, r. m., shui, h., & zhang, r. z. (2020). reading and connecting: using social annotation in online classes. information and learning sciences, 121(5/6), 261–271. 420 journal of english education and technology vol. 02 no. 02, june 2021, pp. 420 435 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) the analysis of significant differences based on teacher demographic variables in a mandatory teacher professional development program: implementation in a less privileged region of indonesia ria arista asih university of new south wales , australia arista.ria86@gmail.com abstract this study investigated the significant differences based on teacher demographic variables in a mandatory teacher professional development (pd) program. the examined demographic variables are gender, age, academic qualification, years of teaching experience, employment status, and certification status. this information was measured through a well-developed questionnaire named the targeted professional development program. the study was conducted to 356 primary school teachers in bima, indonesia. results showed that teacher perception of mandatory pd was only differed based on gender with t(354) = -1.87, p=.01. no significant differences were found pertaining teachers’ age, academic qualification, years of teaching experience, employment status, and certification status. non-significant differences in mandatory pd perception based on teacher demography show that indonesian mandatory pd has achieved its objectives in implementing a large-scale uniformed government pd program to support all indonesian teachers. the only significant difference is shown through teachers’ gender, indicating that any improvement plan on future mandatory pd designs can commence by improving benefits for both male and female teachers. keywords: teacher perception, mandatory pd, significant differences, teacher demographic variables i. introduction teacher pd programs are important system activities that may enhance teacher learning and improvement of educational practice. almost 90% of teachers around the world have participated in some form of pd program over an 18-month period, including a minimum of one day per month in a pd http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:arista.ria86@gmail.com 421 program course (oecd, 2011). pd programs have appeared in several categories in the literature, including more common ones being teacher training, professional learning, in-service training, staff development, and teacher learning (rahman, 2016). formal pd program activities are commonly delivered through workshops and seminars presented on in-service days, positioning teachers as passive participants with minimal interaction to support their learning (kensington-miller, 2004). on the contrary, informal pd program activities are more varied because they engage teachers in different activities that are embedded in their everyday work lives (avalos, 2010). this view of pd program experiences suggests that there is a dichotomy in teacher pd program activities between formal and informal pd, or mandatory pd and voluntary pd. however, mandatory pd has long been criticised because of its inability to facilitate teacher learning. it is often associated with conscripted activities that have minimum impact on teacher learning and development (hunzicker, 2010). this is because it is not built on teacher perceived needs and motivation, thereby reducing their likelihood to implement any new knowledge and skills (cave & mulloy, 2010). even so, the use and implementation of mandatory pd programs is common amongst educational bureaucracies in an effort to ensure uniformity of practices and cost efficiencies. mandatory pd is still implemented in some regions due to limited resources available for teacher learning and the absence of teacher motivation to be developed independently. an informal, voluntary pd program is not a choice for teachers in many less advantaged contexts where mandatory pd programs predominate. these mandatory programs aim to deepen teachers’ content knowledge and develop new skills to ensure they continually meet the teaching standards set by the government. moreover, the extant literature has emerged from inconclusive results based on differences in participant demography and study sites. participant demography in an educationally less privileged area or asian community has identified specific patterns in their perception of pd program (roustaee, et al., 2015), utilisation of sources of efficacy information (klassen, 2004; klassen, et al., 2011), and teacher self-efficacy beliefs’ level (berger, et al., 2018; hemmings & kay, 2009). analyses generated from participant demography in the present study is expected to advance knowledge in the existing 422 literature, which is mostly based on western communities or developed countries. demographic characteristics examined in this research are teachers’ gender, age, academic qualification, years of teaching experience, employment status, and certification status. the present study aims to find significant differences in teacher perception of the mandatory pd program based on each demographic characteristic. ii. literature review in this study, group differences were examined by teachers’ gender, age, academic qualification, years of teaching experience, employment status, and certification status. the t-test was performed to examine the differences influenced by participants’ gender; and anova was used to identify differences influenced by teachers’ age, academic qualification, years of teaching experience, employment status, and certification status. significant differences found on these demographic variables were measured through a well-established questionnaire named the targeted professional development scale (tpds) (main & pendergast, 2017). tpds was used to evaluate the effectiveness of a large-scale mandatory pd program delivered to 258 public schools in queensland, australia; it was considered to fit the aim of the present study in investigating nationwide mandatory pd in indonesia. from decades of research on teacher pd programs, factors have been highlighted on the success of pd designs (desimone, 2009). a vast array of studies constitutes what is currently referred as the five key features, which are ready to move teacher pd program impact studies from reports about teacher satisfaction to actual results by which they work. the present study uses the proposed consensus, which conveys five critical features of pd program effectiveness, as a stable benchmark to investigate teacher perceptions after completing a mandatory pd program. it aims to advance the current knowledge about the impact of indonesian teacher participation in a pd program. tpds was based on desimone’s (2009) key features of an effective teacher pd program, which included close engagement with specific literature. tpds consists of five factors termed ‘five key features’ (desimone, 2009): (i) content focus; (ii) active learning; (iii) coherence; (iv) duration; and (v) collective participation. the use of consistent terms provides guidance as a ‘checking list’ to see if a particular pd implementation has incorporated the keys to effectiveness. this can advance the 423 implementation of a more targeted pd program because any intervention for improvement can follow the guidance (albers & pattuwage, 2017). such consistency suggests that tpds can be used to study the implementation of any pd program regardless of their type. to date, there is no known study that has used tpds to identify teacher perceptions after their completion of a particular pd program. the examined demographic variables are described in the following sections. a. gender significant differences in teacher perception of pd programs based on their gender is evident and empirically guided by the data. research have shown that male teachers benefit more than their female counterparts from the pd program experience (johnson & johnson, 2002; li, 2016); males claim to face less barriers when implementing their obtained knowledge (mahdi & al-dera, 2013). male teachers also showed more confidence in mastering newly obtained knowledge in the pd program compared with female teachers who reported feeling incapable. however, results from these studies are ambiguous since they do not specify the pd program structure. this deserves attention because the pd program structure partly influences the learning process faced by participants, in which male and female participants have different approaches to learning (roustaee, et al., 2015). the explicit inclusion of the pd program structure in this study may advance knowledge about the significant different approaches made by each gender on teacher perception of mandatory pd. in this study, anova was performed on the variables of teacher perception of mandatory pd by teachers’ age (older teacher, mid-age teacher, younger teacher). the item of age in the questionnaire was initially open-ended, showing that the participant’s age ranged between 22 and 60 years old. the research investigator divided the responses based on two primary laws: (i) indonesian law on teacher minimum academic qualification number 14 year 2005 verse 8; and (ii) indonesian law on civil servant number 5 year 2014 verse 87 and 90. the first law stipulated that indonesian primary school teachers must have completed a bachelor degree or fouryear diploma, typically achieved at the age of 21 or 22 years old. the second law regulates that the retirement age for indonesian teachers is 60 years old. 424 hence, the responses of teachers’ age were divided into three groups with an interval range of 12 years. younger teachers are placed in group 1 (22-34 years old), midage teachers belong in group 2 (35-47 years old), and older teacher belong in group 3 (48-60 years old). b. age a growing body of research has reported that older and younger teachers hold different perceptions about any given pd program. the difference was mostly influenced by contents of the pd program. older teachers were interested in activities that enhance their ability in coping with technology (saunders, 2014; powers, et al., 2016), while younger teachers expected the pd program to add knowledge to their minimal teaching experience (heyward, et al., 2018; hursen, 2012). however, most studies were based on teacher pd program activities, not the overall program design, where teacher participation may have been guided by personal need. there is a call for an investigation into significant differences in teacher perception of mandatory pd based on age since such pd program obligates teacher participation, especially because mandatory pd is not specifically designed to fit a teacher’s personal needs. in this study, anova was performed on the perception of mandatory pd by teachers’ age (older teacher, mid-age teacher, younger teacher). the item of age in the questionnaire was initially open-ended, showing that the participant’s age ranged between 22 and 60 years old. the responses were divided based on two primary laws: (i) indonesian law on teacher minimum academic qualification number 14 year 2005 verse 8; and (ii) indonesian law on civil servant number 5 year 2014 verse 87 and 90. the first law stipulated that indonesian primary school teachers must have completed a bachelor degree or fouryear diploma, typically achieved at the age of 21 or 22 years old. the second law regulates that the retirement age for indonesian teachers is 60 years old. hence, the responses of teachers’ age were divided into three groups with an interval range of 12 years. younger teachers are placed in group 1 (22-34 years old), midage teachers belong in group 2 (35-47 years old), and older teacher belong in group 3 (48-60 years old). c. academic qualifications teacher academic qualifications are shown to be fundamental to teachers’ perception towards a pd program. research shows that teachers of higher academic 425 qualifications have a better attitude in participating in pd program activities (alwaleedi, 2017; tajeddin & khodaverdi, 2011). teachers of lower academic qualifications, on the other hand, tend to reluctantly embark on a pd program because of the gap between their existing knowledge and pd program activities (kruijer, 2010). it is visible that teachers of higher academic qualifications are capable of relating pd program knowledge to their existing knowledge, which increases their enthusiasm. however, the previous study was mostly conducted in developed countries that provided systematic teacher education programs to build on teachers’ career. teacher education programs remain a problem in developing countries because they do not offer sufficient useful knowledge (reid & kleinhenz, 2015) and are exacerbated by the recruitment process of novice teachers (bashiruddin, 2018). due to the shortage of staff, most educationally less privileged regions hire teachers who are often not properly trained to enter the teaching profession (al-samarrai, et al., 2013). there is a need to investigate the difference in teacher perception of mandatory pd in a less privileged region based on teacher academic qualifications. in particular, there were cases where people chose teaching as a backup job, which may have differed their perception of the given pd program. in this study, anova was performed on four groups of teachers based on their academic qualification: (i) group 1: high school/vocational school graduates; (ii) group 2: diploma graduates; (iii) group 3: bachelor graduates; and (iv) group 4: master graduates. all groups were modified based on participants’ reports where none held a doctorate degree, and some reported to hold high school/vocational school certificates. the group of diploma graduates refer to teachers who graduated from one-year (diploma i), two-years (diploma ii), threeyears (diploma iii), or four-years (diploma iv) of teaching. diploma graduates differ from bachelor graduates in indonesia. d. years of teaching experience previous studies have emerged from inconclusive results in the difference in teacher perception of the given pd program based on their years of teaching experience. it was shown that teachers demonstrated gradual improvement in their approach toward pd program activities within a fiveyear interval (hursen, 2012). there was a significant difference between teachers with more than 21 years of teaching experience 426 and teachers with 1-5 years. on the one hand, teachers with 6-10, 11-15 and 16-20 years of teaching experience showed gradual improvement, although non-significant. on the other hand, teachers with more than 21 years of teaching experience reported similar enthusiasm with novice teachers (torff & sessions, 2008). a decrease was mostly shown during the mid-career phase when teachers were exposed to many pd program activities. however, these studies did not treat the factor of pd program design in much detail. the specification of a pd program design proposed by the present study might clarify significant differences in teacher perception of mandatory pd based on their years of teaching experience. in this study, anova was performed on three groups of teachers based on the number of years of teaching experience: (i) group 1/beginning teacher = 0-8 years; (ii) group 2/mid-career teacher = 8-23 years; and (iii) group 3/experienced teacher = >23 years. the classifications are based on beauchamp and colleagues (2014) who stated that teachers go through different stages throughout their careers that can influence their level of tse beliefs. e. employment status teachers’ employment status is known to change teachers’ perception of pd programs. in particular, government teachers offered positive perceptions on the given pd program prior to their job security (alwaleedi, 2017; ashadi, 2014). they were able to concentrate on self-development and capability improvement because they were highly-paid with sufficient health access, and they were optimistic about their future career. they were also free to enrol in pd program activities based on their needs. however, none of these studies explicitly drew on the comparison between government and non-government teacher participants in a large-scale pd program. these studies also did not explicitly mention the pd program structure. the specification of a pd program structure is essential because it helps to clarify the influence of a particular pd program design on teacher attitudes (desimone, 2009). this research attempts to specify the pd program type and gather teachers of different employment status to expand the current literature. in this study, anova was also performed to determine if significant differences exist in teacher perception of mandatory pd. teachers were placed into three groups: (i) government teacher (group 427 1); (ii) helping teacher (group 2); and (iii) non-permanent teacher (group 4). no one reported as a permanent teacher (group 3) as all participants work in public primary schools. f. certification status issues pertaining to non-significant differences in teacher perception of pd programs based on their certification status have been extensively studied in indonesia (anoraga, 2011; mawardi, 2012; raihani & sumintono, 2010; zein, 2016). no difference was shown between certified and noncertified teachers in their approach to the given pd program. this issue was attributed to the pd program type, which is mandatory, but did not regard teachers’ different needs. it was postulated that certified teachers participated in more pd programs than noncertified teachers, indicating the need for different pd programs to support their development. however, there is a gap in the literature where these studies did not investigate the mandatory pd structure. the present study attempts to close this gap by explicating the pd program design to result in a more targeted future improvement that responds to teacher needs. in this study, the anova was also performed to examine differences in teacher perception of mandatory pd, sources of efficacy information, and tse beliefs by certification status. teachers were categories under three groupings: (i) certified teachers (group 1); (ii) non-certified teachers (group 2); and (iii) in the process of certification (group 3) iii. method this research took place in bima, nusa tenggara barat, eastern indonesia from september to october 2018. a mandatory pd program was implemented in bima, which had interesting contexts since its quality in education lagged behind the national education standard. the regional department of education in bima allocated a lower budget for education (17.2%) than the regulated budget of 20% (moec, 2018). this is because the budget to be spent on educational purposes was used for to support other regional needs to compensate for difficulties in economic and health areas. this research applies quantitative methodology, using a survey design to determine the significance differences based on teacher demographic variables in a mandatory pd program. the target population were primary school teachers (n=1,199) in bima, eastern indonesia. the present study aimed to gain 90% confidence level from the population of 1,200 (cohen, et 428 al., 2018) where results were wide-ranging to the population (bryman, 2016). participants were recruited from 23 public primary schools across five districts in bima: (i) asakota; (ii) mpunda; (iii) raba; (iv) rasanae barat; and (v) rasanae timur. four or five schools were selected from each district to achieve fairness in the sample distribution and to obtain an adequate sample for the study. purposive sampling was applied to access ‘knowledgeable people’ (cohen, et al., 2018) who could provide reliable answers in the surveys. the selected participants had all completed the education and training for the teaching profession course (pendidikan dan pelatihan profesi guru or plpg) following teacher regulation number 18/2007. plpg is a largescale indonesian mandatory pd program where participants provided reliable answers based on their pd program experience. this criterion was suitable for the present study to investigate the impacts of national mandatory pd on tse beliefs and sources of efficacy information. this resulted in a sample of 356 teachers from 23 primary schools across five districts participating in this study. the participants were asked about their perception of a mandatory pd program through a structured questionnaire, namely the targeted professional development scale (tpds) (main & pendergast, 2017). the surveys were initially prepared in english, followed by translation to indonesian, and finally back to translated into english. the back-translation technique was critical to clarify the wording of survey items, and to ensure accuracy in the labelling of headings and subheadings of the survey (chen & boore, 2010). the t-test and anova were used to discover statistically significant differences between groups by comparing the mean scores of sub-groups. the t-test was used to compare mean scores between two different groups, while anova was used to compare mean scores of more than two groups. iv. result a total of 368 primary school teachers participated in this study. the survey data was collected between 10 september and 20 october 2018. the initial screening of data indicated that 12 participants did not complete the survey, leaving more than 25% of the questions unanswered. their responses were deleted from the dataset, resulting in 356 responses remaining for the analysis. the demographic information collected in the survey is summarised in table 4.1. 429 table 4.1 demographic characteristics of research participants (n=356) variable count percent gender male female 65 291 18.26 81.74 age 22-34 years old 35-47 years old 48-60 years old 73 107 176 20.5 30.1 49.4 academic qualification high school/vocational school diploma bachelor master 15 29 309 3 4.21 8.15 86.8 0.84 years of teaching experience 0-8 years 8-23 years > 23 years 51 159 146 14.33 44.66 41.01 employment status government teacher helping teacher permanent teacher non-permanent teacher 265 2 0 89 74.44 0.57 0 25 certification status certified non-certified in the process of certification 251 93 12 70.51 26.12 3.37 the participants were predominantly female (81.74%). older teachers dominated close to 50% of teacher groups by age, leaving the younger teacher group with approximately 20% and the mid-age teacher group at approximately 30%. the majority of teachers held a bachelor degree, followed by a diploma degree and high school/vocational certificate. three teachers had attained their master degrees. in terms of teaching experience, a small percentage of teachers had taught for less than eight years. most teacher held 8-23 years (44.66%) teaching experience, and for greater than 24 years (41.01%). in addition, most participants are employed in the government education sector (74.44%) and 70.51% are certified teachers. there were less than 100 participants who were nonpermanent and non-certified teachers in the study cohort. the analyses in this section were conducted to test whether teacher perception of mandatory pd differ by gender, age, academic qualification, years of teaching experience, employment status, and certification status. the t-test results presented showed statistical significance at the p≤.05 level. from six demographic characteristics of the study participants, four (gender, age, years of teaching experience, 430 employment status, and certification status) showed significant differences. analysis of participant academic qualifications indicated no significant difference caused by demographic information to the samples. the t-test and anova results were significant at p≤.05 levels. 4.1. t-test on participants’ gender an independent t-test sample was performed to examine whether any of the three variables would differ between female and male teachers. anova results are summarised in table 4.9. table 4.2 t-test of variables by gender (n=356) male (n=65) m (sd) female (n=291) m (sd) tvalue pvalue perception of mandatory pd 154.15 (21.55) 159.33 (12.88) -1.87 .01* note. * means that the relationship was statistically significant at the p<.05 level. it can be seen that there was a significant effect for gender, t(354) = -1.87, p=.01, with females receiving higher scores than male from the mandatory pd program. no other significant difference by gender was found in the other two variables of this study. 4.2. anova on participants’ age, academic qualification, years of teaching experience, employment status, and certification status table 4.3 anova results on teacher perception of mandatory pd (n=356) predictors sum of squares df mean square f p partial η² 95% ci [ll, ul] age 1153.38 78108.43 79261.81 2 353 355 576.69 221.27 2.61 .075 [-9.49, .25] academic qualification 24.84 5315.08 5339.92 3 352 355 8.28 15.10 .55 .650 [22.54, 22.14] years of teaching experience 70.07 5269.86 5339.92 2 353 355 35.03 14.93 2.35 .097 [10.64, .76] employment status 4.96 5334.97 5339.92 2 353 355 2.48 15.11 .16 .164 [29.99, 20.41] certification status 43.50 5294.60 5338.10 3 351 354 14.50 15.08 .96 .411 [34.69, 20.18] note: * means that the relationship was statistically significant at the p<.05 level; ll 431 and ul represent the lower-limit and upper-limit of the partial η² confidence interval, respectively. overall, the findings indicate a clear pattern where the difference between male and female teachers only exists in their experiences in the mandatory pd program in which female teachers reported making the more out of their program experience compared to male teachers. teachers did not show significant difference on their perception about mandatory pd based on their age, academic qualification, years of teaching experiences, employment status, and certification status. the summary is presented in the table below. table 4.4 summary of t-test and anova results (n=356) factors gender age academic qualification years of teaching experience employment status certification status teacher perception of mandatory pd √ ns ns ns ns ns v. discussion this study shows that female teachers have a more positive perception of the effectiveness of mandatory pd activities than their male counterparts. this finding offers new insight into pd program studies in asian countries where female teachers are claimed to experience difficulty in undertaking pd program activities (badri, et al., 2016). however, the claims are inconclusive because the study was based on various pd program types and did not investigate a specific program feature. this study, conversely, reveals that specific pd program features influence the teacher’s approach during participation. some key features, such as active learning and collective participation, create collaborative learning environments that allow teachers to communicate knowledge and exchange experiences. this would suggest that female teachers tend to approach collaborative learning activities more skilfully than their male colleagues, by seeking support, agreeing to participate, and asking for suggestions to improve their practice (johnson & johnson, 2002). there was no significant difference pertaining to teacher perception of mandatory pd activities based on age. this evidence is contradictory to existing literature reporting that older and younger teachers tended to approach pd programs differently (heyward, et al., 2018; saunders, 2014). however, most previous studies have been based on voluntary activities where 432 teachers have different end-goals. this may affect their pd program experience as teachers’ personal choices affect their feeling of engagement (oecd, 2009). both younger and older teachers in this study, by contrast, were mandated to join the pd program regardless of their age. they accepted the pd program to fulfil their obligation as government employees and to improve their competency score on the national standard examination for teachers. it could be said that their end-goal in joining the pd program had been already determined. this might lead the perception of teachers of all ages towards a similar level upon approaching mandatory pd. evidence from this study lends strong support to a claim whereby mandatory pd is commonly designed to target teachers of all ages with uniformed content (burns & lawrie, 2015). teacher perception of mandatory pd does not differ significantly by their academic qualification. it is contradictory in the literature, as it has been reported that teachers with higher academic qualification possess a higher positive attitude towards pd programs than teachers with lower academic qualification (akbari & moradkhani, 2010; tajeddin & khodaverdi, 2011). the present study conversely shows that there was no difference between high school, bachelor, and master graduate teachers in their perception of mandatory pd. this discrepancy may be associated with the quality of indonesian educational institutes that educate teachers. there is a gap between these institutes and real school practices due to institutes rarely updating their curricula in response to the most current condition in education (leonard, 2015). teachers are often perplexed about the application of knowledge regardless of their academic qualification. such dissonance between knowledge and real conditions can affect the teacher’s trust in professional learning as he/she cannot perceive how they are coherent with their daily practices. evidence from this study supports a claim that teacher education in less privileged regions often does not cover adequate knowledge to support future teachers (hansen-thomas, et al., 2016). teacher perception of mandatory pd has not differed significantly based on years of teaching experience. it contradicts the existing literature that reports teachers normally show gradual improvement in their perception of pd programs at five-year intervals (hursen, 2012), which is when veteran teachers enjoy greater enthusiasm than novice teachers (torff & sessions, 2008). in the present study, the result can be 433 attributed to the mandatory pd design that did not purposefully gather participants at similar stages of their teaching experience. the study does not appear to take into consideration the differences in number of years of teaching experience that contributes to the expansion of teachers’ existing knowledge. empirical evidence from this study implies that the uniformed characteristics of indonesian mandatory pd are designed to target teachers with varying years of teaching experience (chang, et al., 2013). no significant difference was identified in teacher perception of the given mandatory pd program based on their employment status as government, nonpermanent or helping teachers. this finding contradicts previous research where government teachers have claimed to embrace pd programs more positively than other employment groups (alwaleedi, 2016; shaukat, et al., 2019). what differs when comparing this finding with previous studies is the specification of the pd program type. the present study focused on a large-scale mandatory pd targeting all teachers in oneoff events. the government, non-permanent, and helping teachers were grouped based on their competency test scores. findings from this study reflect on strong support to the principle of indonesian mandatory pd that was suitable for all teachers regardless of their employment status (moec, 2017). no significant difference was shown in the teacher perception of mandatory pd based on certification status. this finding contradicts the assumption that certified indonesian teachers approach the given pd program differently because of their extensive training (moec, 2010). certified teachers often participated in extra professional training and workshops, and are expected to have better perception on the mandatory pd program compared to noncertified groups. results from the present study may partly be due to the mandatory pd activities that were designed to accommodate all indonesian teachers regardless of their certification status. it reflects the objectives of the mandatory pd program to gather both certified and noncertified teachers in a large-scale group to provide equal knowledge and information that is coherent with national education goals. empirical evidence from this study lends strong support to the notion that indonesian teacher certification does not affect their approach towards a given mandatory pd program (mawardi, 2012; raihani & sumintono, 2010; world bank, 2011). 434 vi. conclusion non-significant differences in mandatory pd perception based on teacher demography show that indonesian mandatory pd has achieved its objectives in implementing a large-scale uniformed government pd program to support all indonesian teachers. the only significant difference is shown through teachers’ gender, indicating that any improvement plan on future mandatory pd designs can commence by improving benefits for both male and female teachers. vii. references asmani, j. m. 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(2017). skill hierarchies in reading comprehension. in theoretical issues in reading comprehension (pp. 535– 554). routledge. saroh, e. r. s., & damaianti, v. s. (2017). pengaruh teknik scramble terhadap kemampuan menentukan ide pokok dan memparafrase dalam pembelajaran membaca pemahaman. eduhumaniora| jurnal pendidikan dasar kampus cibiru, 8(2), 144–151. 62 journal of english education and technology vol. 01 no. 01, january 2019, pp. 62 77 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) the effectiveness of games on student’s speaking skill at second grade of islamic junior high in gresik endah pangastuti1, muammar chadafi2 students of institut keislaman abdullah faqih gresik1 english language department, faculty of tarbiyah, institut keislaman abdullah faqih gresik2 endahpangastuti@gmail.com1, muammarchadafi.inkafa@gmail.com2 abstract the researcher examine the effect of games on oral production competemce at second grade of junior high school in gresik. the reason of this study are low motivation on speaking material and students feel difficult on the material. this study is caried out at islamic junior high school in gresik by 40 students. the researcher uses pre-experimental non-randomized pretest posttest design. the result shows that the average score of pretest is 47,89 and 61,71 for posttest, it means that games is effective strategy on teaching speaking, besides the students have high responds in applying the strategy at learning process. keywords: game, role play, oral production, speaking skill i. introduction teaching speaking is a very important part of second language learning. the ability to communicate in a second language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life (gudu, 2015). therefore, it is essential that language teachers’ pay great attention to teaching speaking. rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired (aziz & dewi, 2019). with this aim, various speaking activities such as those listed above can contribute a great deal to students in developing basic interactive skills necessary for life. http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:endahpangastuti@gmail.com mailto:muammarchadafi.inkafa@gmail.com 63 role play technique is the way to teach speaking by setting up the students in the situations in pairs or groups (aziz & dewi, 2019). it means putting two or more students together and giving them a handout sheet, which they can, first, read and study, taking time to look-up unknown words and asking their friends about meanings and pronunciation. then, give them a little more time to practice speaking with everybody in the classroom such as reading aloud to get a feel for the role. they will be playing and get used to the words sounds, phrases and the rhythm of the language (asatryan, 2016). role play is very important in teaching speaking because it gives students an opportunity to practice communicating in different social contexts and in different social roles, so it can improve student’s oral performance (abdul salam alnamer, 2017). in addition, it also allows students to be creative and to put themselves in another person’s speaking is an interactive task and it happens under real time processing constraints. it means that they will be able to use words and phrases fluently without very much conscious thought. effective speakers need to be able to process language in their own heads and put it into coherent order so that it comes out in forms that are not only comprehensible, but also convey the meanings that are intendedplace for a while. the students can master the speaking by practicing the language in real – life. the reasons why the researcher uses the role play technique as the teaching technique are (anderson, 2016): 1. one of the advantages of role play is the teacher can give the ideas and good feedback to the students that can be remembered by the students. 2. the students is able to get the interesting experiences from the role play technique that applied by the teacher. 3. the students practice the english language as communicative language in their classroom as real-life. 4. the teacher is able to control the student for speaking english language easily. the researcher uses the role play technique in teaching speaking skill to motivate the student. so that the researcher hopes, the student can speak the english language creatively in communicative way and unburned situation. from the statement above, the researcher is interested to 64 examine the effectiveness of role play technique to get the successful teaching and learning process. then the researcher conducts a research entitled “the effectiveness of role play technique to improve the student’s speaking skill at the second grade of mts. ma’arif sidomukti gresik”. ii. literature review a. types of speaking activities speaking is an interactive task and it happens under real time processing constraints (harmer, 2001). it means that they will be able to use words and phrases fluently without very much conscious thought. effective speakers need to be able to process language in their own heads and put it into coherent order so that it comes out in forms that are not only comprehensible, but also convey the meanings that are intended. and the activities to promote speaking are: a. discussion the teacher uses the discussion technique to improve the students speaking ability. the teacher order the students to make some group and the teacher gives the problem. the students have the responsibility to finish the problem. the students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups. b. role play in role play activities, the teacher gives information to the learners such as who they are and what they think or feel. the teacher describes and sets up the situation. the students prepare in groups, those playing the same roles which being prepare together. they act it the role which choosen (kapralos, fisher, clarkson, & oostveen, 2015). c. simulations simulations are very similar to roleplays but what makes simulations different than role plays is that they are more elaborate (kapralos et al., 2015). in simulations, students can bring items to the class to create a realistic environment. for instance, if a student is acting as a singer, she brings a microphone to sing and so on. d. information gap in this activity, students are supposed to be working in pairs. information gap activities serve many purposes such as 65 solving a problem or collecting information (wang & gao, 2016). also, each partner plays an important role. because the task cannot be completed if the partners do not provide the information the others need. e. brain storming on a given topic, students can produce ideas in a limited time. depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely (beetlestone, 1998). the student share their new idea in this activity. f. storytelling students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates (arcos, zea, pederewski, & gutierrez, 2017). it also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have. g. interviews students can conduct interviews on selected topics with various people. it is a good idea that the teacher provides a rubric to students so that they know what type of questions they can ask or what path to follow, but students should prepare their own interview questions (vaca torres & rodríguez gómez, 2017). after interviews, each student can present his or her study to the class. h. story completion for this activity, a teacher starts to tell a story, but after a few sentences he or she stops narrating (neuman, wong, & kaefer, 2017). then, each student starts to narrate from the point where the previous one stopped. each student is supposed to add from four to ten sentences. students can add new characters, events, descriptions and so on. i. reporting before coming to class, students are asked to read a newspaper or magazine and, in class, they report to their friends what they find as the most interesting news (cho, han, & kucan, 2018). students can also talk about whether they have experienced anything worth telling their friends in their daily lives before class. j. playing cards in this game, students should form groups of four. each suit will represent a topic. for instance: diamonds represent earning money, hearts represent love and relationships, and card represent best teacher (kim & ho, 2014). each student in a 66 group will choose a card. then, each student will write 4-5 questions about that topic to ask the other people in the group. the students guess the partner question by yesno answer. k. picture narrating this activity is based on several sequential pictures. students are asked to tell the story taking place in the sequential pictures by paying attention to the criteria provided by the teacher as a rubric (analyses & the, 2017). rubrics can include the vocabulary or structures they need to use while narrating. l. picture describing for this activity students can form groups and each group is given a different picture (plass, homer, & kinzer, 2016). students discuss the picture with their groups, and then a spokesperson for each group describes the picture to the whole class. this activity fosters the creativity m. find the differences for this activity students can work in pairs and each couple is given two different pictures, for example, picture of boys playing football and another picture of girls playing tennis (mede, cosgun, & atay, 2017). students in pairs discuss the similarities and/or differences in the pictures. b. role play technique in cambridge international dictionary of english, role defined as the person whom an actor out particular ways of behaving or pretending to be other people who deal with new situations. it is used in training courses language learning and psychotherapy (cambridge, 2003). it assumes that a role play is a part (either own or somebody else’s) in specific situation. ‘play’ means that is taken on in a safe environment in which students are as an inventive and playful as possible (livingstone, 1983; severson & woodard, 2018). role play involves taking on a role and carrying out a discussion with each person playing their role (ur, 1999). the teacher describes and sets up the situation. the students prepare in groups, those playing the same roles prepare together. they then form new groups to carry out the discussion. role play is giving students a suitable topic provides interest and subject matter for discussion (ur, 1999). dividing them into groups improves the amount and quality of the verbal interaction. the students will communicate more freely by their own language. then, the students are able to improve their speaking skill more based on the script but also out of the script. one of the method to be used in teaching the speaking skill is role-playing. 67 role-play allows students to explore their inner resources, empathize with other, and use their own experiences as scaffolds upon which credible actions. as a result, students can improve their skill to produce the target language, acquire many of its nonverbal nuances, improve the skill to work cooperatively in group situations, and effectively deal with affective issues. role play has high appeal for students because it allows them to be creative and to put themselves in another person’s place for a while (richard & renandya, 2002). in the method of playing a role, the pressure point located on the emotional involvement and observation senses into a real problem situation faced. role playing can often create a sense of community within the class. although at first it may seem a threatening method, once the class learns to share a mutual confidence and commitment to the learning process, the sharing of analysis over the role situations will develop a camaraderie never possible in monological teaching methods such as the lecture. the researcher concludes that role play is a technique in english teaching in which the students learn in an imaginary situations or roles in order to develop the students’ speaking skill. the situations and the roles are made as a real life situation so the students know the functions of english. iii. method the researcher uses the experimental design. the experiment is the event planned and carried out by researcher to gather evidence relevant to the hypotheses. there are several types of experimental research: some of them are true experimental research, quasi-experimental research, and preexperimental research. the researcher uses the quasi-experimental design by nonrandomized control-group design, pretest – post-test design. a. participants the participants of the this research are the second grade students of mts. ma’arif gresik which consists of five classrooms. table 1: students of second grade of mts. ma’arif class male female sum class viii.u 11 21 32 class viii.1 22 18 40 class viii.2 22 16 38 class viii.3 21 16 37 68 class viii.4 18 16 34 sum 94 87 181 from the 181 students the researcher takes the sample to do the research b. instrument there are two instruments for collecting the data in the present study. the instruments are test and questionnaire. the tests are pretest and post – test. the pretest and post-test consist of the oral test as the dialogue. the pre-test and post-test which given to the experimental class and the control class is same test. for the purpose of content validity, then the items were taken from their speaking textbooks used in the classrooms for second semester iv. result and discussion in this part, the researcher gives the report concerning the data description according to the pre-test and post-test from the control class and experiment class. the researcher does not mention the student’s name but only explain their scores by the number of subject. the data of pre-test and post-test scores of control class can be seen as follows: table 2 the result of pre-test and post-test of the control group subject pre-test scores post-test scores s1 50 50 s2 45 50 s3 55 60 s4 50 60 s5 45 60 s6 40 50 s7 60 75 s8 45 55 s9 40 50 s10 50 50 s11 50 70 s12 40 60 s13 40 65 s14 70 90 s15 55 70 s16 40 60 s17 40 60 s18 45 65 s19 50 65 s20 45 60 s21 50 50 s22 55 65 s23 50 75 s24 40 60 s25 45 65 s26 50 75 s27 45 65 s28 50 65 s29 40 60 s30 60 70 s31 60 75 s32 45 60 s33 40 60 s34 40 60 s35 50 60 s36 60 60 s37 45 50 s38 40 45 1820 89200 113875 after analyzing the data, the researcher finds the average score of pre-test was 47,89 and the average score of post-test was 61,71. 69 the data of pre-test and post-test scores of control class can be seen as follows: table 3 the result of pre-test and post-test scores for experimental group subject y x s1 55 85 s2 50 70 s3 60 80 s4 65 80 s5 65 85 s6 55 80 s7 60 80 s8 45 70 s9 50 65 s10 50 65 s11 55 75 s12 50 85 s13 60 80 s14 60 75 s15 45 60 s16 70 90 s17 65 80 s18 55 75 s19 45 60 s20 85 95 s21 60 75 s22 50 65 s23 40 65 s24 50 65 s25 55 75 s26 60 80 s27 50 65 s28 50 70 s29 60 85 s30 55 80 s31 60 80 s32 55 75 s33 70 80 s34 60 80 s35 50 70 s36 45 60 s37 65 80 s38 55 75 s39 50 65 s40 45 70 2230 127250 169350 after analyzing the data, the researcher finds the average score of pre-test was 55,75 and the average score of post-test was 74,88. from the data, the researcher concludes that the average score of each group was different. the pretest score of experimental group was 55,75 and control group was 47,89. this answered the research problem in the previous chapter, whether teaching by using role play technique that a significant effect on the second grade of student’s speaking skill. an analysis of the posttest score had shown that there was the significant difference both experimental group and control group in the implementation of role play technique and conventional teaching. from the data analysis above, the researcher finds the difference average score between the two groups. the experimental group got 74,88; whereas, the control group got 61,71. as their initial scores were not equivalent, the analysis of covariance was applied to analyze the data as this study used a quasi-experimental non-randomized pretest and posttest design. 70 there are several steps of ancova explained as follows: the first step was an analysis of anova presented as follow: sst = ∑x2 n x 2 )( = 374900 78 )5340( 2 = 374900 78 28515600 = 374900 – 363384,62 = 9315,38 ssb = n x n x n x 2 2 2 2 1 2 1 )()()(  −+ = 78 5340 38 2345 40 2995 222 −      + = 78 28515600 38 5499025 40 8970025 −      + =   62,36558418,14471163,242502 −+ = 368961,81 62,365584 = 3377,19 ssw = sst ssb = 9315,38 – 3377,19 = 5938,19 msb = 1−k ssb = 12 3377,19 − = 1 3377,19 = 3377,19 msw = kn ssw − = 278 5938,19 − = 76 5938,19 = 78,13 dfb = k-1 =2-1 =1 dfw = n-k = 78 2 = 76 from the result of anova above, it shows that the value of sum of squares deviation of each score from the grand mean (sst) was 9315,38. the sum of squares between groups (ssb) was 3377,19. the sum squares within groups (ssw) was 5938,19. the mean square between groups (msb) was 3377,19. the mean square within group (msw) was 78,13. 71 then the next step is the analysis of correlation. it is the correlation analysis between covariate data variable and dependent variable for the entire subject (rt) and each group (rk). the complete analysis was done below: sx1 = 2 1 1 2 1 x n x −  = 2)88,74( 40 227075 − = 01,5607 40 227075 − = 51,560588,5676 − = 37,71 = 8,45 sy1 = 2 1 1 2 1 y n y −  = 2 )75,55( 40 127250 − = 06,3108 40 127250 − = 06,310825,3181 − = 19,73 = 8,56 r1 = 11 11 1 11 .sysx yx n yx −  = )55,8).(44,8( )75,55).(88,74( 40 169350 − = 16,72 56,417475,4233 − = 16,72 19,59 = 0,82 2.sx2 = 2 2 2 2 2 x n x −  = 2 )71,61( 38 147825 − = 12,3808 38 147825 − = 12,380813,3890 − = 01,82 = 9,05 sy2 = 2 2 2 2 2 y n y −  = 2 )89,47( 38 89200 − = 45,2293 38 89200 − 72 = 45,229337,2347 − = 92,53 = 7,34 r2 = 2.2 22 2 22 sysx yx n yx −  = )34,7).(05,9( )89,47).(71,61( 38 113875 − = 43,66 29,295571,2996 − = 43,66 42,41 = 0,62 sx = 2 2 x n x −  = 2 )46,68( 78 374900 − = 77,4686 78 374900 − = 77,468641,4806 − = 64,119 = 10,93 sy = 2 2 y n y −  = 2)92,51( 78 216450 − = 69,2695 78 216450 − = 69,26952775 − = 31,79 = 8,90 rt = sysx yx n xy . −  = )90,8).(93,10( )92,51).(46,68( 78 283225 − = 28,97 44,3554 78 283225 − = 28,97 44,355409,3631 − = 28,97 65,76 = 0,79 the result shows that the value of (rt) was 0.79, the value of (rk) which was grouped in (r1) was 0.82 and (r2) was 0.62. then the researcher puts in the values of sst, ssw, ssb, msw, and msb from annova by losing the influence of 73 covariate variable on dependent variable with the following calculation: ss`t = sst (1-rt2) = 9315,38 (10,792) = 9315,38 (1-0,62) = (9315,38). (0,38) = 3539,84 ss`w = ssw (1-rw2) = 5938,19 (1-rw2) rw = 2 21 rr + = 2 62,082,0 + = 2 44,1 = 0,72 ss`w = 5938,19 (1-0,722) = 5938,19 (10,52) = (5938,19). (0,48) = 2850,33 ss`b = ss`t-ss`w = 3539,84-2850,33 = 689,51 ms`b = 1 ` −k bss = 12 689,51 − = 1 689,51 = 689,51 ms`w = 1 ` −− kn wss = 75 2850,33 = 38,00 f = wms bms ` ` = 38,00 689,51 = 18,15 the finding shows that the value of ss`t was 3539.84, the value of ss`w was 2850.33, the value of ss`b was 689.51, the value of ms`w was 38.00, and the value of ms`b was 689.51. after analysing the data of pre-test and post-test by using ancova formula, the result of ancova formula shows that the f value is 18,14. it means that there was a significant difference on english speaking skill between students who were taught by using role play technique and who were taught by using conventional teaching. there 74 are some interpratative reasons to be explained. the result of test which is conducted in the experimental class and control class. from the result of data analysis, it is obtained the value of the f observation (f value) is 18,14 and the degree of freedom (df) is 76 (obtained from n-2) = (78-2=76). the researcher uses the degree of significance of 1%. in the table of signifance, it can be seen that on the degree of significance of 1%, the value of degree of significant is 6,96 . if the f table compared with the degree of significance, the result is 18,14 > 6,96. since the score from the result of calculating, the alternative hypothesis (ha) is accepted and the null hypothesis (ho) is rejected. 1. if the result of f observation is higher than f table, the null hypothesis (ho) is rejected and the alternative hypothesis (ha) is accepted. it means there is a significance difference between variable x and variable y 2. if the result of f observation is lower than f table, the null hypothesis (ho) is rejected and the alternative hypothesis (ha) is accepted. it means there is no significance difference between variable x and variable y based on the result of the data analysis, it shows that the student’s score of speaking taught by role play technique is more effective than the conventional technique. the role play technique in speaking activities gives opportunities for students to practice the language through their real experiences and activities. the students who taught by role play technique learned the speaking matery better when the situation around them is created naturally. it was more meaningful when they learned their experience. role play also produces the student who were not only know about what they learn or just memorize what the teacher considered, but also creating a setting in which they learned realistically. on the other hand, there was the different procedure in teaching learning process. the experimental class used the student – centered approach which is the student more participate in learning teaching process. and the control class used the teacher – centered approach. the students of experimental class are taught by role play 75 technique and the students of control class are taught by conventional technique. although the material was taken from the same source, it is scaffolding as handbook for both of classes, the activities is different between each other. the activities of experimental class were interactive. in this activity, the students were divided into some groups and every group consist of four students. then, the teacher gives the situational sentences for every group. the students discuss the topic and make the dialogue based on the situational sentences. so, the teacher gives several times to tried the dialogue with their partner. in the end activity, the students act the dialogue in front of the class. from the role play activities the students are able to built their confidence and increase their speaking in speaking activities. different with the control class activities, the activities of control class were assumed as boring and unattractive. some of the students were bored, lazy and lost concentration in the middle of learning process because the main attention was directed on the teacher’s explanation. unfortunately, the student could not develop and practice their speaking. because the activities controlled and dictated by the teacher so they could not improve their learning activities in free. the finding shows that both group had significant difference. it could be said that experimental group was better than control group. the fact was known from the materials, scores and activities used in experimental group that support students interest to learn more about speaking skill. meanwhile. it was really different from the activities of control group that could not effective because the activities was dominated on the teacher explanation. v. conclusion based on the research conducted in viii 1 class as experimental class and viii 2 class as control class of mts. ma’arif sidomukti gresik, the research finding is concluded that: 1. from the result of data analysis of this research, it is showed that role play technique is more effective than the conventional technique which is applied for the second grade of junior high school mts ma’arif gresik. because the result of the test is 18,15. it is higher than f table, 18,15 > 6,96. 2. the effectiveness of role play technique is showed by the process of the role play technique in learning english language. 76 the role play technique makes the speaking and learning activity more enjoyable and interesting. it’s because role play technique helps the shy students by providing a mask. the students are released in the conversation with their difficulty of speaking skill. in addition, it is fun and most students enjoy the learning teaching process. the role play technique makes the class more active and alive. students are willing to participate without any forces from the teacher. 3. the students give the very good response about the role play technique. then, it is showed that the student more interested to learn speaking by the role play technique. and the students have to improve their speaking 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(2016). exploring the expectation differences of teachers ’ roles in english ma class presentation. an international journal of teachers’ professional development, 20(1), 92–105. https://doi.org/10.1080/13664530.2015.11 05862 78 journal of english education and technology vol. 01 no. 02, june 2020, pp. 78-91 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) the effectiveness of the drilling method on enriching students vocabulary (a study at seventh grade of islamic junior high school an-nuriyah benjeng gresik) yuni aliyatur rofi’ah1, khoirul huda, m.pd2 students of institut keislaman abdullah faqih gresik1 english language department, faculty of tarbiyah, institut keislaman abdullah faqih gresik 2 yuniar@gmail.com1, khoirulhuda.inkafa@gmail.com2 abstract this study is generally attempted to find the effectiveness of the drill method on student’s vocabulary skill for the first-grade student’s at mts. an-nuriyah benjeng gresik academic year 2016/2017. to know this technique is valid or not, the researcher used a preexperimental study applied in vii a class. the research has been done in six meetings that are designed, first meeting is for pre-test, four sessions are for treatments, and the last session is for post-test. as the quantitative method, the researcher analysed the data by using t-test. the result shows that three is a significant difference in the student’s vocabulary achievement taught with drill method. the researcher uses the degree of significance of 5% and 1%. in the table of relevance, it can be seen the df 24, and the degree of importance of 5% and 1% the value of the degree of significance are 2,06 and 2,80. if compare with each value of the degrees of relevance, the result is 2,06< 10,506 > 2,80. the result of calculation t0 (tobservation) is higher than tt (t-table), t0>tt, the null hypothesis (h0) is rejected. if the result of calculation t0 (t-observation) is lower than tt (t-table), t0<tt, the null hypothesis is accepted. since the score obtained from the result of calculating, the alternative hypothesis (ha) is accepted and the null hypothesis (h0) is rejected. in other words, the writer hypothesis is accepted. it means that there are significant differences between a student’s achievement in learning vocabulary skill using the drill method. key words: enriching, students’ vocabulary skill. http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:yuniar@gmail.com1 mailto:khoirulhuda.inkafa@gmail.com 79 i. introduction the objective of learning english is to enable students to communicate in english orally and written form. accuracy and fluency are aspects of language proficiency (aziz & dewi, 2019). efficiency refers to mastering language skills: listening, speaking, reading and writing (aziz & dewi, 2019). moreover, learning language skills is the objective of english teaching based on the current school-based curriculum. the aim of learning vocabulary for the first grade of junior high school is to enable students to master vocabulary about functional text and monologue text or paragraph in the form of descriptive and procedure. learners expect to be able to express meaningful ideas in term of technical writing and simple short essay in the way of graphic and process to interact with people in their nearest environment (daif-allah & khan, 2016). the work of vocabulary is presented in the form of text types, usually know as genres (lepola, lynch, laakkonen, silvén, & niemi, 2012). all language skills include vocabulary in their activities. and all the students are hoped to master a lot of dictionaries. learners will be more comfortable to show their ideas, making compositions, and many other activities dealing with language. by knowing and understanding the dictionary, the student will successfully achieve the four english language skills. according to richards and rodgers, vocabulary was one of the essential aspects of foreign language learning (richards, 2013). vocabulary is central to english language teaching. because without sufficient dictionary, students cannot understand others or express their ideas (aziz, 2019). the teachers have a great deal of influence on indonesian students in learning english. developing a student’s interest in learning vocabulary has always been one of the principal challenges for the teachers. to make students in mastering english, many teachers have to use different methods for the same purpose, to understand, learn and remember vocabulary more easily. according to asmani, drill method is called by training method (jamal, 2013). it is a manner of teaching to implant certain activities. for instance, this method can be used to get skill and competent. and according to (sagala, 2010), the drill method is an activity in the form of repeat to response will be reliable and not easy to be forgotten. according to (schunk, 2012), in applying this method, the learners will be able to use the energy of thoughts is well, because with the excellent teaching the learners are more careful in motivating their power of ideas. and according to (johar & hanum, 2016) drill method is a manner of teaching student does exercises, the student has the skill and competent are higher than what did they learn. and drill method is a method in education and determining with coaching the student to the material of the lesson that was given (gudu, 2015). 80 ii. literature review a. understanding drill method the drill is a way of teaching by providing exercises to what has been learned so that students acquire a particular skill. according to asmani, drill method is called by training method (jamal, 2013). it is a manner of teaching to implant certain activities. for instance, this method can be used to get skill and competent. and according to sagala, drill method is an activity in the form of repeat to response will be reliable and not easy to be forgotten (sagala, 2010). educators apply this method the learners will be able to use the energy of thoughts is well, because with the excellent teaching the learners are more careful in motivating their power of ideas (gudu, 2015). drill method is a manner of teaching student does exercises; the student has the skill and competent are higher than what did they learn (fathurrohman & sutikno, 2007). the method in education and determining with coaching the student to the material of the lesson that is given. the student has much skill, for example, in memorising and get computing so that in teaching need training (drill) to control that skill. so that one of it is used training technique or exercise. the drill is a technique that can enhance the ability to be permanent. drill method is planning about representation material with systematics and based on the approach that is determined with exercises to knowledge and efficiency be able to gotten and controlled by the learner (cut fitriani & usman, 2017). from the above definition can be concluded that the drill method is generally used to obtain an ability or skill of what has been learned. b. the purpose of drill method 1. have motorik skills powers. 2. develop intellect speeds, as gets computing. 3. have the ability to link among situation some things with another thing, like causality, purpose device or symbol at deep map etc. (megawati, 2014). nana sudjana argues that principle and road-map purposes drill method is (sudiana, 1989): 1) participants teach to have given by insights before arranged by given training. 2) training for the first time it ought to diagnosis, formerly insufficiently successful than arranged remedial for then can perfect. 81 3) training not necessarily long times provided that frequently executed. 4) have to be adjusted by participant ability levels are taught. 5) training process ought to advance essential things and beneficent. c. types of pattern drill method there are thirteen types are: 1. drilling repetition this drill is the most straightforward drill used in learning language patterns. it uses at the beginning of language class. language learners repeat what the teacher teaches. it is used for presenting new vocabulary and will be useful for pronunciations class. 2. drilling substitutions language learners require to repeat one another word. they should replace expression of the model sentence with a pronoun, number, or gender and make some the necessary change. 3. drilling transformation language learners require to move sentences from negative to affirmative and interrogative, or from present simple to past tense, depending on the instructions from the teacher. 4. drilling replacement the learners replace a noun to the pronoun. it is a substitution drill but it involves a replacement. 5. drilling response language learners are responding to the sentence. these answers have patterned the questions. it may involve “wh” questions or “yes/no” questions. 6. drilling cued response here, language learners are provided with a cue before or after the questions. 7. drilling rejoinder it is similar to the cued response drill. in this drill, language learners are instructed how to respond. 8. restatement language learners rephrase an utterance and address it to somebody else, according to the content of the declaration. 9. drilling completion language learners are told to supply a missing word in a sentence or statement. 10. expansion drill language learners build up a statement by adding a word or phrase. 11. contraction drill language learners replace a phrase or clause with a single word or shorter expressions. 12. integration drill 82 language learners combine two separate statements. 13. translation drill language learners translate a sentence from their mother tongue to the target language d. definition of learning achievement before defined learning achievement, for the first, we want to determine the learning. according to morgan, learning is any relatively permanent change in behaviour which occurs as a result of experience or practice (morgan, 1976). according to elizabeth, learning is the development that comes from exercise and effort (hurlock, 1978). the conclusion of the definition above, education is the process of behaviourchanging because there is the experience. according to abdurrahman, learning achievement processes from someone to get good changing (abdurrahman, 2003). learning achievement is the result that is reached. e. vocabulary vocabulary is essential in learning english because vocabulary has a vital role in determining the achievement of each skill. daily communication needs a dictionary. the more vocabulary they have, the more quickly they will communicate and express what they want to say (aziz, 2019). the four language skills are listening, speaking, reading, and writing always include vocabulary in their activities. by having many vocabularies learner will be easier to show their ideas, making compositions, and many other businesses addressing with language. in other words, by understanding the vocabulary, learners will successfully achieve the four english language skills. a. understanding of vocabulary vocabulary is conceived to be the main focus of foreign language learning. it believes that learning a foreign language is similar to learning its vocabulary, to comprehend more about why dictionary has an essential role in determining the word, it is better to get the definition of the dictionary. vocabulary is defined as follows (gove, 1986): 1. a list or accumulation of words and phrases usually alphabetically arranged and explained or defined. 2. a sum of words is employed by a language group individual or work or about a subject: scope of language. 3. a list of a foreign language textbook uses the words and phrases taught or used. vocabulary is a core component of language and provides much of the basis for how well learners speak, listen, read and write (richards & renandya, 2002). so vocabulary is a set of words known to a person or other entity, or that are parts of a specific language. vocabulary gives a big 83 even the most significant contribution in learning a language. however, understanding vocabulary is not an easy thing especially. the students often face difficulties in memorising sentence. that is why teachers should encourage themselves to be creative in selecting the approach and the method of teaching english to make it easier and fun in learning new vocabulary. b. kind of vocabulary in language learning, vocabulary is an essential component that links the four skills of listening, speaking, reading, and writing altogether. there are many illuminations made by the experts in language area about the kinds of vocabulary. according to aebersold and lee, vocabulary is divided into two receptive vocabulary is a general sense of a word’s meaning but are not sure of its many meanings or nuances of meaning. productive vocabulary is the vocabulary that people use to speak or write” (aebersold & field, 1998). furthermore, schmitt mention vocabulary into two parts. being able to understand words are known as receptive knowledge and generally connected with listening and reading comprehension. if we can produce an expression of our own words when speaking or writing, then that are considered productive knowledge (passive and active are alternative term)” (aebersold & field, 1998). vocabulary divided into two kinds (o’dell, read, & mccarthy, 2000), namely: function words and content words, dealing with the characteristics of the phrase, nation divided vocabulary into two kinds: 1. receptive knowledge involves knowing how to recognise the name when it is heard or when it is seen, being able to distinguish it from word with a similar form, being able to judge if the word form sounds right or looks right, being able to recall its meaning when it is met, being able to see which shade of meaning which most suitable for the context that it occurs in, and being able to make a various associations with other related words. 2. productive knowledge involving understand how to pronounce the word, how to write and spell it, how to use it in correct grammatical patterns, and using the expression (nation, 2005). many experts classifying vocabulary, words are a part of people’s way of living or words are tools to communicate in a language used by a person for showing and telling their opinions and ideas. 3. how to present new vocabulary in student’s vocabulary achievement, the teachers are hoped to have some techniques to make students familiar with the vocabulary so that they understand new word easily. the techniques functions not 84 only to help the students grasp the meaning of new words quite quickly but also to vary the teaching activity to avoid the boredom on the part of students. harmer mentions that the following aids can help to explain new vocabulary are (harmer, 2001); a. realia it is the word to rever the use of real objects in the classroom. thus the words ‘ book’, ‘pencil’, or ‘chair’, can be easily explained by showing students a paper, a ruler, or chalk. this is satisfactory for certain single words, but the use of realia is limited to things that can be taken quickly from the classroom. b. pictures pictures are indispensable clearly for the language teacher since they can be used in so many ways. pictures can be used to explain the meaning of vocabulary items: the teacher can draw pens, ruler, pencil and book in the blackboard or have magazines picture of trucks, bicycle, train, or bus into cardboard. the teacher might bring in a wall picture showing three people in a room that could be used for introducing the meaning of the sentence, for instance: there are three people in the classroom. c. mime, gesture, and action it is impossible to explain the meaning of words and grammar, either with realia or in the picture. a step, in particular, is probably better explained by mime. the gesture is useful for explaining concepts like ‘from’. ‘to’, etc. d. contrast a visual element some time may not be sufficient to explain meaning and difference can be used. thus, the purpose of “full” is better understood in the context of “empty”, “big” in the context of “small”, etc. e. enumeration the word “vegetable” is difficult to be explained visually. if, however, the teacher rapidly lists (or enumerates) several vegetables, the meaning will become clear. the same is true of a word like “clothes”. f. explanation the explanation of the meaning of vocabulary items can be complicated just as a grammatical interpretation. it will be valuable in giving such a reason to make sure that the explanation includes information about when the items can be used. for example, it would be unsatisfactory to say that “mate” is a word for “friend” unless you point out that it is informal conversational english and only be used in a specific context. g. translation the translation went out of fashion and was considered as something of a sin. if the teacher is always translating, this will impede the students’ learning since they want to hear and use the target language, not 85 their own. nevertheless, it seems silly not to translate if by doing; a lot of time can be saved. if the students do not understand a word and the teacher cannot think how to explain it, he can quickly translate it. translation then seems a useful measure if it is used sparingly, but it is hoped to be used with caution. these aids and action may help explain the meaning of a word or a sentence. 4. techniques in student’s vocabulary achievement vocabulary teaching is how the teachers teach a list of a word with their meanings, especially in a book for teaching a foreign language to the students. vocabulary teaching includes some of the most complex problems in the field of education. vocabulary teaching is influenced by ideas on the nature of language in general, my thoughts on the particular style being taught, and my thoughts on how the word is learned. according to keshta, three techniques can be used vocabulary (keshta & al-faleet, 2013): 1. alphabetical order: even for a list of new words, the alphabetising way is appropriate in helping students to find a name. 2. showing the meaning of words through pictures explains in the mother tongue and definitions in simple language. 3. drawing attention to meanings before drilling words. the characteristic of students is involved. so it makes the teacher challenging to engage with them. before the teacher teaches the students new word, they are hoped to understand the character of their students. student’s vocabulary achievement through objects and actions, the teacher has to do a great deal of talking and acting to establish some link in learners’ mind between what is said and what is done. iii. method here, the researcher uses preexperimental research one-group pretestposttest design. the researcher used quantitative pre-experimental research one group pretest-posttest design because this study is going to find out the effectiveness of the drill method on enriching students vocabulary. a. population and sample 1. population the population of this research was the whole students at the seventh grade of mts. an-anuriyah benjeng gresik academic year 2016/2017. 2. sample the sample is a small part of the population. in this research, the researcher took one group as a sample and it with pre-test and post-test. the pre-test conducted to know the students' basic knowledge while the post-test undertook to see the 86 improvement of their skill after the treatment. in this research, in selecting the sample, the researcher chose the example without any characterisation directly. the researcher was taken at seventh grade a of mts an-nuriyah benjeng gresik in academic year 2016/2017 as the object of the study. they were 25 students consist all of them are gentle and women. b. the instrument there were two instruments of collecting, test and documentation. the tests were pre-test and post-test. the pre-test was given before the students get the treatment, and the post-test was given after the students get the treatment. the experiment was a multiple-choice test. there was the instrument for collecting data as follows: • test in this matter, the researcher wants to give a test, and the researcher wants to know is there or not the effect of drill method student’s vocabulary achievement. the analysis was included pre-test and post-test. the pre-test was given before conducting treatment to the students. the researcher provides ten questions, in scoring the test result, each correct item was cored 10 points; each incorrect item was 0 point, so the total score was 100 points. the time allocated for doing the test was 45 minutes. and the post-test was given after conducting the treatment. the aim of doing post-test was to prove that the treatment was valid or not by comparing the result of pre-test and post-test. next, the writer made categories from scores with a rank value below: ≤ 60: weak 61-70: enough 71-80: good 81-90: very good c. the technique of data collection to get the data in this research, the researcher used three procedures that who taken namely, pre-test, treatment and post-test a. pre-test the pre-test is a test which is given to students before getting the treatment. b. treatment with this treatment, the researcher introduces the drill method and apply to students so that students can enrich the vocabulary from this drilling method. posttest is a test which is given to students after getting the treatment. d. the technique of the data analysis to analyse the data, the writer used the comparative method. she examined and compared the score of the experimental class. this technique is useful to prove statistically, whether there are any significant differences 87 between the student’s rating of the experimental course and the student’s scores of the control class. iv. result and discussion a. description of the data in this chapter, the researcher presents the result of pre-experimental research conducted on enriching students’ vocabulary of the students of seventh grade of mts. annuriyah academic year 2016/2017. 1. the result of students’ pretest a. description of students’ pretest the kind of analysis is a multiple-choice that consists of 10 items. b. scoring of students’ pre-test for scoring of students’ pretest, theresearchergave10point for each correct item, and 0 points for each incorrect item, so the total score was 100 points. the time allocated for doing the test was 45 minutes. c. the result of students pre-test in analysing the data, the researcher gives to a student’s the test that consists of 10 items. the kind of analysis is multiple choice. the result of the students’ score in enriching vocabulary using the drill method in the pre-test and post-test 2. the result of the student’s post-test a. description of students’ post-test the test had the same form as the test in pre-test which means the instruction was alike. b. scoring of students’ post-test for scoring of students’ pretest, the researcher gives 10 points for each correct item, and 0 points for each incorrect item, so the total score was 100 points. the time allocated for doing the test was 45 minutes. c. the result of studentspost-test 3. searching for the final result of research to search the final result of this research, the researcher used t-test as an instrument in this research to analyse and got the value the table shows that the result of ∑d = 540 and ∑d2 = 14200 b. the analysis of data in analysing the data, she tried to find out the standard of differences (sdd) with the formula : sdd = √ 14200 25 – ( −540 25 )2 sdd = √568 − (−21,6)2 sdd = √568 − 466,56 sdd = √101,44 sdd = 10,072 to find out te mean of differences (md) between variable x and y, the researcher used the formula : md = −540 25 md = -18,4 after gaining the result of sdd= 10,072 the research calculated the standard error from mean of differences (semd) between variable x and y : 88 semd = 10,072 √25−1 semd = 10,072 √24 semd = 10,072 4,899 semd = 2,056 the last calculation is determining the result of t observation (to) of the test with the formula : to = −21,6 2,056 to = -10,506 the result -10,506indicated that there was a difference of degree as much as -10,506 regardless of the minus, it does not indicate the negative score. then, to complete the result of the research, the researcher finds out the degree of freedom (df) with the formula : df = 25 – 1 df = 24 df = 24 (see the table of “t” value at the degree of significance of 5% and 1%) at the degree of significance 5% = 2,06 at the degree of significance 1% = 2,80 the result is 2,06<10,506> 2,80 the result of analysing the data by using the above formula shows that the coefficient is 10,506; it means that there is a significant increase after the drill method is used to enrich student’s vocabulary. c. the interpretation of data having analysed the data of pre-test by using t-test formula, the result shows that the coefficient is 10,506 it means that there is a significance increase in teaching vocabulary by using the drill method. from the result of the calculation, it is obtained the value of the t observation (t0) is 10,506 the degree of freedom (df) is (obtained from n-1) = (25–1=24). the researcher used the degree of significance of 5% and 1%. in the table of relevance, it can be seen the df 24 and the degree of significance of 5% and 1% the value of the degree of significance are 2,06 and 2,80. if compared with each value of the degrees of significance, the result is 2,06< 10,506 > 2,80. the result of calculation t0 (tobservation) is higher than tt (t-table), t0>tt, the null hypothesis (h0) is rejected. if the result of calculation t0 (t-observation) is lower than tt (t-table), t0<tt, the null hypothesis is accepted. since the score obtained from the result of calculating, the alternative hypothesis (ha) is accepted and the null hypothesis (h0) is rejected. in other words, the writer hypothesis is accepted. it means that there are significant differences between the student’s achievement in learning vocabulary skill using the drill method. based on the result of data analysis, it is proven that the student’s score of vocabulary taught by using the drill method is increase. it means that the use of the drill method in teaching vocabulary is effective. another reason based on the student’s responses is because most student’s find that drill method is enjoyable. this reason leads to better 89 attention in learning and stimulates them to participate in drill method activities v. conclusion based on the research results, the researcher draws the following conclusion: effect students vocabulary skill through drill method is very useful. it can be seen from the result of students post-test and also from the value of t-test. the result of the research can be seen where the mean score before treatment and after treatment was 10,506. while the t-test score showed that because tcount is higher than ttable (10,506 > 2,06) with a = 5% and df 25. since t-test measurement was more elevated than t-table, it means that effect students vocabulary skill through drill method can be used as the method to effect students vocabulary skill. from the calculation enclosed, there was a significant difference in the achievement between before treatment and after treatment. vi. references abdurrahman, m. (2003). pendidikan bagi anak berkesulitan belajar. jakarta: rineka cipta. aebersold, j. a., & field, m. l. (1998). from reader to reading teacher: issues and strategies for second language classrooms. ernst klett sprachen. aziz, i. n. (2019). implementation of sq3r method in improving the students’ basic reading skill. educatio: journal of education, 4(1), 102–110. aziz, i. n., & dewi, y. a. s. (2019). the concept of language environment: a descriptive study at madrasah aliah keagamaan gresik. edukasi: jurnal pendidikan islam, 7(2), 1–23. cut fitriani, m. a. r., & usman, n. (2017). kompetensi profesional guru dalam pengelolaan pembelajaran di mts muhammadiyah banda aceh. jurnal administrasi pendidikan: program pascasarjana unsyiah, 5(2). daif-allah, a. s., & khan, m. i. (2016). the impact of open discussion sessions on enhancing the oral communicative abilities of saudi english language majors at buraydah community college. english language teaching, 9(6), 108. https://doi.org/10.5539/elt.v9n6p108 fathurrohman, p., & sutikno, m. s. (2007). strategi belajar mengajar melalui penanaman konsep umum & konsep islami. gove, p. b. (1986). new international dictionary. springfield, ma: merriamwebster inc. gudu, b. (2015). teaching speaking skills in english language using classroom activities in secondary school level in eldoret municipality, kenya. journal of education and practice, 6(35), 55–63. retrieved from http://eric.ed.gov/?id=ej1086371 harmer, j. (2001). [jeremy_harmer]_how_to_teach_engli sh(bookfi).pdf. hurlock, e. b. (1978). child growth and development. tata mcgraw-hill education. jamal, a. (2013). tips aplikasi pakem (pembelajaran aktif, kreatif, efektif, dan menyenangkan). yogyakarta: diva press. johar, r., & hanum, l. (2016). strategi belajar mengajar. deepublish. keshta, a. s., & al-faleet, f. k. (2013). the effectiveness of using puzzles in developing palestinian tenth graders’ vocabulary achievement and retention. humanities and social sciences, 1(1), 46–57. lepola, j., lynch, j., laakkonen, e., silvén, m., & niemi, p. (2012). the role of inference making and other language skills in the development of narrative listening comprehension in 4-6-yearold children. reading research quarterly, 47(3), 259–282. https://doi.org/10.1002/rrq.020 90 megawati, d. (2014). penggunaan metode drill untuk meningkatkan kemampuan membaca mata pelajaran bahasa indonesia siswa kelas ii di mim danurejo magelang tahun pelajaran 2013/2014. skripsi. yogyakarta: uin sunan kalijaga. morgan, c. t. (1976). brief introduction to psychology. tata mcgraw-hill education. nation, i. s. p. (2005). teaching and learning vocabulary. in handbook of research in second language teaching and learning (pp. 605–620). routledge. o’dell, f., read, j., & mccarthy, m. (2000). assessing vocabulary. cambridge university press. richards, j. c. (2013). curriculum approaches in language teaching: forward, central, and backward design. relc journal, 44(1), 5–33. https://doi.org/10.1177/00336882124732 93 richards, j. c., & renandya, w. a. (2002). methodology in language teaching: an anthology of current practice. cambridge university press. sagala, s. (2010). konsep dan makna pembelajaran. bandung: alfabeta. schunk, d. h. (2012). learning theories an educational perspective. space science reviews (sixth, vol. 71). new york: pearson an ab. https://doi.org/10.1007/bf00751323 sudiana, n. (1989). dasar-dasar proses belajar mengajar. pt sinar baru algensindo. abdurrahman, m. (2003). pendidikan bagi anak berkesulitan belajar. jakarta: rineka cipta. aebersold, j. a., & field, m. l. (1998). from reader to reading teacher: issues and strategies for second language classrooms. ernst klett sprachen. aziz, i. n. (2019). implementation of sq3r method in improving the students’ basic reading skill. educatio: journal of education, 4(1), 102–110. aziz, i. n., & dewi, y. a. s. (2019). the concept of language environment: a descriptive study at madrasah aliah keagamaan gresik. edukasi: jurnal pendidikan islam, 7(2), 1–23. cut fitriani, m. a. r., & usman, n. (2017). kompetensi profesional guru dalam pengelolaan pembelajaran di mts muhammadiyah banda aceh. jurnal administrasi pendidikan: program pascasarjana unsyiah, 5(2). daif-allah, a. s., & khan, m. i. (2016). the impact of open discussion sessions on enhancing the oral communicative abilities of saudi english language majors at buraydah community college. english language teaching, 9(6), 108. https://doi.org/10.5539/elt.v9n6p108 fathurrohman, p., & sutikno, m. s. (2007). strategi belajar mengajar melalui penanaman konsep umum & konsep islami. gove, p. b. (1986). new international dictionary. springfield, ma: merriamwebster inc. gudu, b. (2015). teaching speaking skills in english language using classroom activities in secondary school level in eldoret municipality, kenya. journal of education and practice, 6(35), 55–63. retrieved from http://eric.ed.gov/?id=ej1086371 harmer, j. (2001). [jeremy_harmer]_how_to_teach_engli sh(bookfi).pdf. hurlock, e. b. (1978). child growth and development. tata mcgraw-hill education. jamal, a. (2013). tips aplikasi pakem (pembelajaran aktif, kreatif, efektif, dan menyenangkan). yogyakarta: diva press. johar, r., & hanum, l. (2016). strategi belajar mengajar. deepublish. keshta, a. s., & al-faleet, f. k. (2013). the effectiveness of using puzzles in developing palestinian tenth graders’ vocabulary achievement and retention. humanities and social sciences, 1(1), 46–57. lepola, j., lynch, j., laakkonen, e., silvén, m., & niemi, p. (2012). the role of inference making and other language skills in the development of narrative listening comprehension in 4-6-year91 old children. reading research quarterly, 47(3), 259–282. https://doi.org/10.1002/rrq.020 megawati, d. (2014). penggunaan metode drill untuk meningkatkan kemampuan membaca mata pelajaran bahasa indonesia siswa kelas ii di mim danurejo magelang tahun pelajaran 2013/2014. skripsi. yogyakarta: uin sunan kalijaga. morgan, c. t. (1976). brief introduction to psychology. tata mcgraw-hill education. nation, i. s. p. (2005). teaching and learning vocabulary. in handbook of research in second language teaching and learning (pp. 605–620). routledge. o’dell, f., read, j., & mccarthy, m. (2000). assessing vocabulary. cambridge university press. richards, j. c. (2013). curriculum approaches in language teaching: forward, central, and backward design. relc journal, 44(1), 5–33. https://doi.org/10.1177/00336882124732 93 richards, j. c., & renandya, w. a. (2002). methodology in language teaching: an anthology of current practice. cambridge university press. sagala, s. (2010). konsep dan makna pembelajaran. bandung: alfabeta. schunk, d. h. (2012). learning theories an educational perspective. space science reviews (sixth, vol. 71). new york: pearson an ab. https://doi.org/10.1007/bf00751323 sudiana, n. (1989). dasar-dasar proses belajar mengajar. pt sinar baru algensindo. 35 journal of english education and technology vol. 01 no. 01, march 2020, pp. 35 48 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) the effectiveness of instructional video as media in teaching speaking skills windiati muakhiroh1, saadatuddaroini2 students of institut keislaman abdullah faqih gresik1 english language department, faculty of tarbiyah, institut keislaman abdullah faqih gresik 2 windiatimuakhiroh@gmail.com1, missrenydaroini@yahoo.com2 abstract the quality of learning system is monotonously, and uninterested. using media is one of tool to make students interest in learning process. experimental design is used and the result of data analysis shows that score of pre-test 49,62 and post-test 62,85. meanwhile, comparing mean of pretest and posttest 49,62 < 62,85. it mean, posttest score is better than pretest score and video media was more effective to improve students’ speaking skill at eighth grade of mts. nurul jadid randuboto sidayu gresik in the academic year of 2016/2017. and the result of interview about the difficulties in using video media to improve students’ speaking skill tha t there were still many difficulties using video in this research such as run ot of time, noise in the classroom, needed equipment (laptop, sound, projector) etc. finally, the result of using video in improving students’ speaking skill is effective as interested activities, because video is a versatile and simple media for improving students’ english learning comprehension. it also made students became active to speaking. keywords: instructional media, video learning, speaking skill i. introduction in the education world, language learning is very important to increase the understanding of language because language is one of the media for communicating among people (aziz & dewi, 2019). so, the students really need to study a language for understanding in speaking and for squire interaction person vicinity. as what alan course explains that language is used to communicate about things, happenings, and states of affairs in the world, and one way of approaching the study of meaning is to attempt to correlate expressions in language http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:windiatimuakhiroh@gmail.com mailto:missrenydaroini@yahoo.com 36 with aspects of the world (cruse, 2000). in order that, language learning is the process to get communication or information from speaker. as explanation in the cambridge advanced learner’s dictionary that language is a system of communication consisting of sounds, words and grammar, or the system of communication used by the people of a particular country or profession (cambridge, 2003). therefore, to make the active, effective, and interesting learning process, learning is expected to combine with method or media which considered suitable for student. speaking is one of the language skills which is learned by the students in a foreign language learning (aziz & dewi, 2019). it involves a process of building and sharing meaning through the use of the language orally. by learning speaking, the students will learn how to express the language communicatively. in fact, speaking english is not easy for eighth grade of mts. nurul jadid randuboto sidayu gresik. they cannot communicate in english language and they had difficulties in speaking. this condition because some factors. one of factor, the quality of learning system is monotonously, and uninterested. because of it, the researcher wants to compare the score before using video and score after using video in learning to know the score result and to know on improving speaking. using a media in the learning process of course intriguing, stimulation, and motivation for students. in this research, the researcher focuses on audiovisual role that is video as media which has aim to develop speaking student in english language learning. instructional video media has many benefits in english learning especially in speaking because this media shows to the students a picture and voice so students can see and hear an appearance or scene which is displayed on video media then students can describe and explain what event in the display is. this trick is able to increase speaking students. as that explanation, the cambridge advanced learner’s dictionary describes that audiovisual is something that involves seeing and hearing (cambridge, 2003). the researcher chooses video media because this media gives experience unforeseen for students, and beside of it this video program combines animation and speed regulation to demonstrate change of time. instructional video has advantages in learning process even in communication process because video includes as one of audio visual media which content sounds, picture, and slide. with video, the researcher can show display with content conversation 37 lesson material teach strategy and med stude nts in english language. so the students will find contain meaning in that video and also they can practice in daily activities. it is can improve students’ speaking skill, so the students’ will interest to learn in the class. jeremy harmer says that students do not have to watch videos only in the classroom. they can also watch them at home, or in their school's self-access centers. these will be especially useful where teachers are on hand to offer guidance since both may encourage students to make the most of self-access viewing rather than just whiling away the time in non-focused watching (harmer, 2001). this research focuses on teaching instructional video on communication practical process and the problem which is faced by the students of mts. nurul jadid randuboto sidayu gresik, especially at eighth grade students, becomes a central point of this research. because from it, the researcher will introduce instructional video as media and then measure its effectiveness. this research focuses on the effectiveness of video in teaching speaking which is expected can help the students to get the effective, good and gratify teaching and fulfill what the students need in this learning. then the students can improve, master, and practice their speaking skill well. ii. literature review a. understanding of media according to “instructional technology and media for learning” book, medium (plural, media) is a means of communication and source of information (chandra & nugroho, 2016). media from latin language is plural form from medium. but in this research, the researcher uses educational media, that is media which be used as tool and source of learning activity. media also can be said as assistive tool that as physical as and also nonphysical which is deliberate be utilized as intermediate of teacher and student in understanding learning material in order to more effective and efficient. medium the physical or technical means of converting a communication message into a signal capable of being transmitted along a given channel. tv, for example, is a medium that employs the channels of vision and sound (ahmad, 2012). in sufficient detail, the position of media in learning can be figured in the design as below: 38 picture 1. position of media in learning in the learning process between material, teacher, strategy, media, and students be mutual combination interplay as each position. the position of teacher as supplier of message and students as receiver of message. whereas media as mediator in teaching. but for selection in good media very influential by strategy, approach, method, and format learning which is used by teacher. media have important role in learning and teaching process as transferring material from teacher to students. selection good media will help in the effectiveness of learning. so that, the researcher choose media as transferring material to be a good speaker in speaking learning. b. media selection principle based on musfiqon in the book “pengembangan media” there are three principles as selection of learning media, as follows: 1) effectiveness and efficient principle. media can fulfill effectiveness and efficiency aspect, of course it will increase student anxiety in learning and supporting learning aim attainment. 2) relevance principle. relevance media internal and external will increase function and advantages. but, the teacher needs analyze by considering many factors in order to get relevance media. 3) productivity principle. in selection media, the teacher must analyze what media that will be used can improve learning attainment or not. if media can produce and get target and aim of study better than before, of course this media implied in productivity principle. research into patterns of media use and consumption by audiences has been largely structural and functional in orientation, focusing on the social and psychological characteristics of audiences (harjali, degeng, setyosari, & dwiyogo, 2015). however, the researcher chooses instructional videos in the teaching and learning process. the use of instructional videos in the teaching and learning process can be more communicative and long explanation or it can supplement the teacher’s explanation. 39 c. understanding of instructional video instructional video is a medium which effective to help learning process, for mass learning, individual, or cooperative learning (chandra & nugroho, 2016). therefore video in action book that video can help in learning process as follows: first, through motivation. children and adults feel their interest quicken when language is experienced in a lively way through television and video. second, through communication. teachers have observed how a video sequence used in class makes students more ready to communicate in the target language. third, through non-verbal aspects of communication. video allows us to see in action and to freeze any moment to study the non-verbal communication in detail. finally, through cross-cultural comparison. observing differences in cultural behavior is not only suitable training for operating successfully in an alien community. richards and renandya say that a video is an extremely dense medium, one which incorporates a wide variety of visual elements and a great range 21 of audio experiences in addition to spoken language (richard & renandya, 2002). the teacher is there to choose appropriate sequences, prepare the students for the viewing experience, focus to students‟ attention to the content, play and replay the video as needed, design or select the tasks, and follow up with suitable post viewing activities. so, use of videos meshes well with ideas about situated learning, connecting theory with practice, case-based learning, and other theoretical orientations to teacher education that have become popular in recent years. thus, the use of videos is likely not only to continue but to increase, especially with the proliferation of libraries of videos developed and packaged specifically for use in teacher education and professional development. d. types of videos according to (harmer, 2001) states there are three basic types of video which can readily be used in class. 1) off-air program. off-air program is a program recorded from a television. it should be engaging for students, and of a sensible length. teachers have to consider their comprehensibility too. apart from overall language level, some offair videos are also extremely difficult for students to understand, especially where particularly marked accents are used or where there is a high preponderance of slang or a regional vernacular. 2) real-world video. there is no reason why the researcher and the students should not use separately published videotape material such as feature of films, exercise manuals, wildlife 40 documentaries or comedy provided that there are no copyright restrictions for doing this. once again, the researcher need to make their choice based on how engaging and comprehensible the extract is likely to be. 3) language learning videos. it means that the videos are prepared to accompany course books. the advantage is that they have been designed with students at a particular level in mind. those videos are likely to be comprehensible, designed to appeal to students‟ topic interests and multi-use since they can not only be used for language study but also for a number of other activities as well. he also explains that teacing english techninique through video are fast forward, silent viewing (for language), silent viewing (for music), freeze frame, and partial viewing. the teachers can show only a partial view of the pictures on the screen to provoke the students‟ curiosity. the teacher can use pieces of card to cover most of the screen, only leaving the edges on view. the teacher can put little squares of paper all over the screen and remove them one by one so that what is happening is only gradually revealed. e. teaching speaking speaking is important skill in a language teaching, because speaking brings the speaker be able speak fluently by english language. it is also one of the difficult aspects of language to teach and learn. basically teaching speaking is teaching to get communication. the primary functions of language are communication, self-expression and thinking. the expression of feeling and meaning becomes more exact. the command of words and groups of words grows with practise and with the complexity of ideas and reactions to be expressed. the communication function is obvious. the use of language as a means of clarifying ideas and feelings is equally real. language is a means of clarifying perception of discovering likeness and differences in thing observed, of forming general ideas, and of discovering relationships (oradee, 2012). it can explains taken a point that the most important in teaching language is speaking. and this is as role to apply and practice communication with foreign language. so, the speaker must understand what the speakers need in teaching speaking. communicative activities are practical because they often don‟t require any imagination or opinions from the participants. they just provide a context for some solid practice of a particular grammatical structure or some new words. doing speaking practice in the class, the teacher should to consider situation and condition students from students‟ ability 41 and their think. if language ability in the class still simple, speaking assignment that is given of course has quality “guided conversation”, for example simple dialogue on application level is speaking by visual or books. on the other way, if language ability in the class has high quality, speaking assignment will be “free conversation”, for example: discussion, speech, interview, etc. iii. method research design in this research used quantitative because the researcher considers this design is correct design for object that will be analyzed where the researcher wants to get accurate data, base empirical phenomenon and measure data statistically. in this research, the researcher used experimental design test under controlled conditions that is made to demonstrate a known truth or examine the validity of a hypothesis, and the design of the one group pretest posttest design can have described as follows. pretest independent variable posttest y1 x y2 a. participants the participants are students at eighth grade of mts. nurul jadid randuboto sidayu gresik as population and the amount is 47 students. b. instrument in order to get the data in this study, three procedures will be taken namely: test, interviewing, and documentation. test, in collecting data, the researcher used oral test to get some information about students’ ability to practice speaking. the tests were needed to find out some information from students; it was aimed to know the successful or not about treatment that had given by researcher. the researcher uses test to get the data result about process of learning speaking skill. the tests are pretest and posttest. and the forms of the test are oral test. pre-test, the researcher came to the class. then researcher explains what the students have to do. the students have to perform a simple monologue narrative speaking based on this following guideline from the researcher. and the researcher takes the value from each student that consist pronunciation, fluency and comprehension iv. result and discussion the researcher had given oral test to measure the effectiveness video in improving students speaking skill. to know in more detail about the result of test on students pre-test can be described in the following table: table 1: students’ score list of pre test no name scoring criteria score 42 1 2 3 1 ak 2 3 2 40 2 asq 2 3 3 52 3 ain 2 2 2 40 4 aga 2 2 2 40 5 ahs 2 3 3 52 6 ami 3 3 2 48 7 asim 4 4 4 80 8 ar 2 3 3 52 9 afn 3 3 3 60 10 akw 2 3 3 52 11 dwm 0 1 3 36 12 en 3 3 3 60 13 ef 2 3 3 52 14 fh 3 2 2 48 15 fia 4 4 3 68 16 hr 2 3 3 52 17 iiws 2 2 3 52 18 iwj 3 2 2 48 19 ia 2 2 3 52 20 jfr 2 2 3 52 21 km 4 4 2 56 22 li 2 2 2 40 23 ms 3 3 1 36 24 mn 3 3 2 48 25 mps 3 2 2 48 26 ms 1 2 3 44 27 may 0 3 3 36 28 mfaj 2 3 3 52 29 mf 2 3 3 52 30 msf 2 2 2 40 31 maz 1 2 3 44 32 mdkm 0 2 4 48 33 mfa 3 3 1 36 34 mdr 3 2 2 48 35 mfr 1 1 3 44 36 mkm 2 3 3 52 37 mr 2 3 2 40 38 msa 2 3 3 52 39 mvyi 0 3 3 36 40 mza 1 1 3 44 41 pam 2 2 3 52 42 pgaw 3 3 3 60 43 rr 2 3 3 52 44 sas 2 3 3 52 45 sash 3 3 3 60 46 sn 3 4 4 72 47 zr 2 3 3 52 total 2332 43 average 49,617 based on the phenomenon above, the researcher knows that the highest score is 80 and the lowest score is 36. so that, the researcher believed that students’ ability to perform a speaking in front of the classroom still low and must be improved by varying teaching method using the new media. in this case, the researcher used video as media to improve students’ speaking skill. moreover, to know in more detail about the result of test on students post-test can be described in the following table: table 2: students’ score list of post test no name scoring criter i a score 1 2 3 1 ak 2 3 2 40 2 asq 2 3 3 52 3 ain 2 2 2 40 4 aga 2 2 2 40 5 ahs 2 3 3 52 6 ami 3 3 2 48 7 asim 4 4 4 80 8 ar 2 3 3 52 9 afn 3 3 3 60 10 akw 2 3 3 52 11 dwm 0 1 3 36 12 en 3 3 3 60 13 ef 2 3 3 52 14 fh 3 2 2 48 15 fia 4 4 3 68 16 hr 2 3 3 52 17 iiws 2 2 3 52 18 iwj 3 2 2 48 19 ia 2 2 3 52 20 jfr 2 2 3 52 21 km 4 4 2 56 22 li 2 2 2 40 23 ms 3 3 1 36 24 mn 3 3 2 48 25 mps 3 2 2 48 26 ms 1 2 3 44 27 may 0 3 3 36 28 mfaj 2 3 3 52 29 mf 2 3 3 52 30 msf 2 2 2 40 31 maz 1 2 3 44 32 mdkm 0 2 4 48 33 mfa 3 3 1 36 34 mdr 3 2 2 48 35 mfr 1 1 3 44 36 mkm 2 3 3 52 37 mr 2 3 2 40 38 msa 2 3 3 52 39 mvyi 0 3 3 36 44 40 mza 1 1 3 44 41 pam 2 2 3 52 42 pgaw 3 3 3 60 43 rr 2 3 3 52 44 sas 2 3 3 52 45 sash 3 3 3 60 46 sn 3 4 4 72 47 zr 2 3 3 52 total 2954 average 62,8511 1. fluency x 8 2. comprehension x 7 3. pronunciation x 5 based on the phenomenon above, the researcher knows that the highest score is 85 and the lowest score is 47. so that, the researcher considers that video can improve students speaking skill because the researcher sees the result of pre-test and post-test is different. the researcher analyzed the data using t-test formula. this technique is useful to prove statistically whether there is any significant difference between students’ speaking in before and after using video. here, the researcher analyzed the data through pspp (perfect statistics professionally presented) and the result can be seen on the table below: table 3. the result of data analyzed paired sample statistics mean n std. deviation s.e. mean pair 0 before using video after using video 49,62 62,85 47 47 9,27 9,85 1,35 1,44 from the data analysis above, the researcher found the difference average score between students who are taught before using video and students’ who are taught after using video. based on the table above, it can be seen that the mean of pre-test (before using video) shows 49,62 and the mean of post-test (after using video) shows 62,85. it is shows that post-test higher than pre-test. table 4. the result of data analyzed paired samples correlations n correlation sig. pair 0 before using video & after using video 47 ,78 ,00 based on the table above, it can be seen that the correlation shows 0,78 with n = 47. it is shows that the video has effect strong to improve students speaking skill. 45 table 5. the result of data analyzed paired samples test paired differences t df sig. (2tailed) mean std. devia tion std. error mean 95% confidence interval of the difference lower upper pair 0before using videoafte r using video -13,23 6,30 ,92 -15,08 -11,38 -14,41 46 ,00 based on the table above, it is shows that post-test higher than pre-test with difference 13,23. and also from output above, the researcher knew that t value shows -14,41 with degree of freedom (df) n-1 (47-1=46). v. discussion in this section, the researcher discussed further about the research findings. in correlation with the research problem. the finding showed that there was a significant difference score on the students’ speaking between students who were taught after using video and who were taught before using instructional video. and also here, the researcher discussed about are the students’ difficulties in using instructional video media to improve students’ speaking skill. based on the test, it could be explained that instructional video is more effective than the conventional media. because, the video media in teaching speaking gives opportunities to help the students comprehend the videos and get as much as information from what they had seen understand the through slide of video. while learning the language, the students could get the visual context provided by the slide of video which is content the pronounce, gesture, and other visual which can help students to understand the message of video. instructional video gives contextual learning and can increase comprehension of spoken language. video media also produced the students who were not know about what they learn or just listen what the teacher considered, but also applicate the material in speaking. from the computation result of data analysis, it could be explained that video media is more effective than non-video. it is showed that posttest average (62,85) has higher score than pretest average (49,62). while the score of pretest is 49,62. it is can 46 be described that the students were still so weak to speaking in front of the classroom. so that it had to be improved, in this case, the use of video as media to improve students’ speaking was used in the research. on the other hand, the procedures in the class before using video were assumed as boring and uninteresting. some of the students were bored, lazy and uninteresting while learning process because the media just from conventional media (lks) on the teacher’s explanation. unfortunately, the students could not practice their learning interest in learning speaking. those happened because they just got explanation from the teacher. the video media can help the teacher for speaking learning. in the posttest after students got treatment that is instructional video, the students’ average score was 62,85. it could be seen that there is a progress of using instructional video to improve students’ speaking skill. by using the different format like present in front of class, it is will give some advantages to students. students will be more enthusiastic and active to speak in front of the classroom. in addition, video help students became easier to express what they are going to say based on the researcher’s question because the students can imitate the conversation in the video. the treatment was adjusted to the learning process. in this case the students were given a questions before showing the video. then, they were showed a video about narrative. after that, students were asked to watch the video and comprehend the content of video. then, the students were asked to draw the conclusion about the topic and also found the answer from the questions before it. then, every student was asked to stand in front of the class and explain orally the conclusion from the video. based on the interview with the english teacher at mts. nurul jadid randuboto sidayu gresik, the researcher realized that there were still many difficulties using video in this research such as run out of time, noise in the classroom, needed equipment (laptop, sound, and projector) etc. the researcher had concluded that students’ speaking be more improve after using video media. it is because instructional video can interest the students and also because there is a new teacher of course the students enthusiastically on learning. after there is researcher which apply new media in the class, the students be spirit in english learning process. the impact of instructional 47 video in students’ speaking be good. because, the students be focus on the material or story that had displayed through video. so, the interest of students be grow. beside of it, if the video is various or not monotonous. the students will happy and not bored in class. according to the english teacher at mts. nurul jadid, one of difficulties in using instructional video is time limit. so, using instructional video in the class needs much time because it is used to apply, explain, then practice it. other difficulties in using video is we need to prepare the equipment for video showing. beside it, sounds important to attachment the video. so, if there is not sounds, how the students can watch without listen the voice. because of it, using video is combination of audio visual that be applied in students’ speaking. finally, the result is using video in improving students’ speaking skill is effective as interested activities, because video is a versatile and simple media for improving students' english learning comprehension. it also made students became active to speaking, especially in practicing speaking narrative. vi. conclusion based on the data analysis, the research finding is concluded that video media is more effective than non-video to improve students’ speaking skill at eighth grade of mts. nurul jadid randuboto sidayu gresik. the conclusions have described that using video media is effective to improve students’ speaking skill. the implications of the research are presented as follows: the use of videos can attract the students’ attention and motivation in the speaking process. by using videos, the students can listen how to pronounce some words and observe how to express some expressions. besides, video helps the teacher explain the materials that will be taught clearly without talk too much. it also creates relaxed and enjoyable atmosphere during the lesson. this is effective to attract their attention and also change the monotonous teaching and learning process of speaking. based on the computation result of data analysis, it could be explained that video media is more effective than non-video. it is showed that posttest average (62,85) has higher score than pretest average (49,62). while the score of pretest is 49,62. it is can be described that the students were still so weak to speaking in front of the classroom. based on the interview, the researcher realized that there were still many difficulties using video in this research such as run out of time, noise in the classroom, 48 needed equipment (laptop, sound, and projector) etc. on the other hand, teaching speaking as the research problem in this research is still general and it needs to be limited in order that the objective of the study can be achieved clearly and specifically, and in order that it will not be extended so, the researcher took a limitation in speaking. and the rule of speaking that the researcher took for doing treatment in this research is about the material of narrative. so, the research is specific to the narrative speaking. vii. references ahmad, j. (2012). english language teaching ( elt ) and integration of media technology. procedia social and behavioral sciences, 47(balaaco 1996), 924–929. https://doi.org/10.1016/j.sbspro.2012.06. 758 aziz, i. n., & dewi, y. a. s. (2019). the concept of language environment: a descriptive study at madrasah aliah keagamaan gresik. edukasi: jurnal pendidikan islam, 7(2), 1–23. cambridge, u. (2003). cambridge advanced learner’s dictionary (second). british: cambridge university press. chandra, f. h., & nugroho, y. w. (2016). implementasi student centered learning dengan memanfaatkan media pembelajaran digital dalam pembelajaran dengan menggunakan metode “flipped classroom.” media prestasi, xviii(2), 40–50. cruse, a. (2000). meaning in language an introduction to semantics and pragmatics. (k. brown, e. v clark, j. miller, l. milroy, g. k. pullum, & p. roach, eds.) (first). united kingdom: oxford university press. harjali, degeng, s. n. i., setyosari, p., & dwiyogo, w. d. (2015). strategi guru dalam membangun lingkungan belajar yang kondusif : studi fenomenologi pada kelas-kelas sekolah menengah pertama di ponorogo. jurnal pendidikan, 23(april), 10–19. harmer, j. (2001). [jeremy_harmer]_how_to_teach_engli sh(bookfi).pdf. oradee, t. (2012). developing speaking skills using three communicative activities ( discussion , problemsolving , and roleplaying ). international journal of social science and humanity, 2(6), 533–535. https://doi.org/10.7763/ijssh.2012.v2.1 64 richard, j. c., & renandya, w. a. (2002). methodology in language teaching: an antropology of current practice. (j. c. richard & w. a. renandya, eds.) (first). united kingdom: cambridge university press. 204 journal of english education and technology vol. 01 no. 03, october 2020, pp. 204-216 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) a study of pronunciation error in english consonant azzatul hadroh an english teacher at mts miftahul ulum gondangrejo gondangwetan pasuruan azzatulhadro@gmail.com abstract the aim of the study to find out what are the five of most english consonants which error to pronounce at second grade of mts in pasuruan and to find the reason what makes them the error to pronounce. the subject of the study was in the second grade of mts. the research design was descriptive qualitative and focused on the pronounce of analysis. the findings conclude that there is eight consonant as the most mispronounce to pronounce. from the research done by the researchers, the researchers finally found eight of the 24 consonants that are difficult to pronounce, eight of which are consonants "ch" [ʧ], "y" [j], "th" [ð], "v" [v], "th" [θ], "zhe" [ʒ], "gy" [ʤ], and "ght." then from some of the analyzes, the researchers found some errors consonants that conical researchers into the eight most misunderstood consonants in pronunciation alone. eight of them are consonants "ch" [ʧ], "zh" [ʒ], "th" [ð], "v" [v], and "th" [θ]. keywords: error analysis, pronunciation, consonant. http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:azzatulhadro@gmail.com1 205 i. introduction communication is vital to the future of our young students and society as a whole. and language is a purely human noninstinctive method of communicating ideas, emotions, and desires through a system of a voluntary produces symbol (hamka, 2019). today, many people attempt to master more than one language, since acquiring two or more words gains some benefits in their economic and social life (aziz & dewi, 2019a); english is one of the communication tools. most people in this world use english to communicate with one other country. learning pronunciation is essential to understand that good listening and speaking (nunan, 1991). the reason is when someone speaks with a pronunciation that is not good for the listener that causes misunderstanding. four essential elements that must be mastered for the english language are reading skills, speaking skills, listening skills, and writing skills. pronunciation is not included in the four elements, but the pronunciation is one of the four connecting elements. listening and reading are perceptive skills (aziz & dewi, 2019b) because the focus is on receiving information from an outside source. speaking and writing, on the other hand, are productive skills because they focus are on producing information. though pronunciation is one of the basic english skills. it is essential to support the speaking ability of english learners to avoid misunderstanding between the speakers and the hearers. that is very important to learn, because, learning english is not only knowing the meaning of words and the structure but also knowing how to pronounce the words correctly and clearly in order that the utterances will be comprehensible and understandable. in indonesia, the status of the english language is the primary foreign language for the students to be learning from elementary school up to university, no exception in java. but as the javanese people who are an accustomed emphasis on some of the words, letters, of course, speak english with pronunciation, which was not an easy thing. they are errors to master and change their pronunciation is like a british or american accent because their dialect is dominant. furthermore, they have some errors to correct their pronunciation. there are three essential areas in speech sound production; the oral cavity (mouth), the pharyngeal cavity (throat), and the nasal cavity (nose). they are general organs of speech that have to function to produce the sounds. they have some parts that we call them specific organs of speech, such as lips, teeth, tongue, hard palate, velar, velum, pharynx, larynx, glottis, (vocal cord), epiglottis, esophagus and so on. and this is one of the kinds of phonology. in the general definition, phonology is the study of sound, but the meaning is not simple like that. there are various definitions based on phoneticians. phonology is essential for the 206 description of the systems and patterns of speech sounds in language. phonology is about underlying design, the blueprint of each sound type, which serves as the constant basis of all the variations in different physical articulations of that audio type in a different context (yule, 2016). ii. literature review a. understanding pronunciation pronunciation is part of speech includes the word, intonation, and the language of the sound. articulation is the knowledge of how to say a word-that is how to pronounce it (hakim, 2012). e.g., cold /kəʊld/ gold/ɡəʊld/. different kinds of english have different pronunciation. for example, the pronunciation (the accent) of british english is different from the pronunciation of american english. the most frequently learned kinds of english in the world are american english and british english. american english is the accent that is most often spoken on national television in the united states. american pronunciations in dictionaries are also based on genam. and british english is the pronunciation that you will learn at a british language school; it is also the model taught in course books and dictionaries from publishers like oxford and longman. 1. vowel in the production of vowel sounds, the vocal tract is open so that there is on obstruction to the airflow escaping over the tongue. the vowel is a speech sound produced through the mouth without being blocked by the teeth, tongue, or lips (dictionary, 2008). because the researcher only practices consonant sounds so that the researcher does not explain more about vowel sound. 2. consonant consonant is a speech sound made by (partly) stopping the breath with the tongue, lips, etc. (lightbown & spada, 2013). there are 25 consonant sounds in the english language, which consists 21 letters b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z. and the four consonant cluster, ch, sh, th, and ng. scarcell and oxford (1994) defined consonants as noises produced with some sort of blockage in the air passage. some consonant sounds are voiced, while others are voiceless. voiced the vocal cords are together, their airstream forces its way through and causes them to vibrate. when the vocal folds are drawn together, the air from the lungs repeatedly pushes them apart as it passes through, creating a vibration effect (yule, 2016). that is the phonetic symbols of voice: /r/, /m/, /g/, /l/, /b/, /ʤ/, /ð/, /j/, /z/, /n/, /v/, /ŋ/, /ʒ/, /d/, /w/. e.g.: [b] and [z] in buzz [bʌz]. 207 voiceless when the vocal folds are spread apart, the air from the lungs passes between them unimpeded (yule, 2016). to understand the difference between a voiced and voiceless easily, we can pronounce the pairs of the words "fat, vat, thigh, thy; sue, zoo." the first consonant in the first words of each pair is voiceless, whereas in the second word is voiced (peter, 1982; 1-2). the phonetic symbol of voiceless: /θ/, /ʧ/, /f/, /h/, /ʃ/, /s/, /t/, /p/, and /k/. consonant classification by the manner articulation: 1) plosive or stop the set [p], [b], [t], [d], [k], [g] are all produced by some form of “stopping” of the air stream (very briefly) then letting it go abruptly. this type of consonant sound, resulting from blocking or stopping effect on the airstream, is called a stop (or a "plosive"). a full description of the [t] sound at the beginning of a word like ten is a voiceless alveolar stop (yule, 2016). 2) fricative the set of sounds [f], [v], [θ], [ð], [s], [z], [ʃ], [ʒ] involves almost blocking the air stream and having the air push through the very narrow opening. as the air pushed through, a type of friction is produced, and the resulting sounds are called fricatives. if you put your open hand in front of your mouth when making these sounds, [f] and [s] in particular, your should be able to feel the stream of air being pushed out. the usual pronunciation of the word fish begins and ends with the voiceless fricatives [f] and [ʃ]. the word those begins and ends with the voiced fricatives [ð] and [z].the sound [h], as in hi or hello, is voiceless and also usually included in the set of fricatives (yule, 2016). 3) affricates if you combine a brief stopping of the air stream with an obstructed release, which causes some friction, you will be able to produce the sounds [ʧ] and [ʤ]. these are called affricates and occur at the beginning of the words cheap and jeep. in the first of these, there is a voiceless affricate [ʧ], and in the second, a voiced affricate [ʤ] (yule, 2016). 4) nasals most sounds are produced orally, with the velum raised, preventing airflow from entering the nasal cavity. however, when the velum is lowered, and the air stream is allowed to flow out through the nose to produce [m], [n] and [ŋ], the sounds are described as nasals. these three sounds are all voiced. the words morning, knitting, and name begin and end with nasals (yule, 2016). 5) glides the sounds [w] and [j] are described as glides. they are both voiced and occur at the beginning of we, wet, you, and yes. these sounds typically produced with the tongue in motion (or "gliding") to or from the position of a vowel and are sometimes called semi-vowels (yule, 2016). 208 in some approaches, the liquids [l], [r] and glides [w], [j] are combined in one category called "approximates" (yule, 2016) 6) glottal stops and flaps the glottal stop, represented by the symbol [ʔ], occurs when the space between the vocal folds (the glottis) is closed completely (very briefly), then released. a flap is represented by [d] or sometimes [r]. this sound is produced by the tongue tip-tapping the alveolar ridge briefly. many american english speakers tend to "flap" the [t] and [d] consonants between vowels so that, in casual speech, the latter and ladder of the pair do not have distinct middle consonant. place of articulation to describe the place of articulation of most consonant sounds, we can start at the front of the mouth and work back. we can also keep the voiced-voiceless distinction in mind and begin using the symbols of the phonetic alphabet for specific sounds (yule, 2016). these symbols will be enclosed within square brackets: 1) bilabial these are sounds formed using both (=bi) upper and lower lips (=labia). the initial sounds in words pat, bat, and mat are all bilabials. they are represented by the symbols [p], which is voiceless, and [b] and [m], which are voiced. we also describe the [w] sound found at the beginning of the way, walk, and world as a bilabial (yule, 2016). 2) labiodental these are sounds formed with the upper teeth and the lower lip. the initial sound of the words fat and vat the final sounds in words safe and save labiodentals. they are represented by symbols [f], which is voiceless, and [v], which is voiced. notice that the final sound in the word cough, and the initial sound in the photo, despite the spelling differences, are both pronounced as [f] (yule, 2016). 3) dental these sounds are formed with the tongue tip behind the upper front teeth. the original music of thin and the final sound of the bath are both voiceless dental. the symbol used for this sound is [θ], usually referred to as "theta," it is the symbol you would use for the first and the last sounds in the phrase three teeth. the voiced dental is represented by the symbol [ð], usually called "eth." this sound is found in the pronunciation of the initial sound and everyday words. it is also the middle consonant sound in feather and the final sound of the bathe. the term "interdentals" is sometimes used for this consonant when they are pronounced with the tongue tip between (inter) the upper and lower teeth (yule, 2016). 4) alveolar these sounds formed with the front part of the tongue on the alveolar ridge, which in the rough, bony ridge immediately behind and above the upper teeth. the initial sounds in the top, dip, sit, zoo, and nut are all alveolar. 209 the symbols for these sounds are easy to remember – [t], [d], [s], [z], [n], of these, [t] and [s] are voiceless whereas [d], [z] and [n] are voiced. it may be clear that the final sounds of the words bus and buzz have to be [s] and [z], respectively, but what about the final sound of the word raise? the spelling is misleading because the final sound in this word is voiced and so must be represented by [z]. notice also that despite the different spelling of knot and not, both of these words are pronounced with [n] as the initial sound. other alveolar is the [l] sound found at the beginning of words such as lap and lit, and the [r] sound at the beginning of right and writes (yule, 2016). 5) palatals if we feel back behind the alveolar ridge, we should find a hard part in the roof of our mouth. it is called the hard palate or just the palate. sounds produced with the tongue and the taste is called palatals. examples of palatals are the initial sounds in words shout and child, which are both voiceless. the "sh" sound is represented as [ʃ], and the "ch" sound is described as [ʧ]. so, the word shoebrush begins and ends with the voiceless palatal sound [ʃ], and the word church begins and ends with the other silent palatal sound [ʧ]. one of the voiced palatals, represented by the symbols [ʒ], is not very common in english but can be found as the middle consonant sound in words like treasure and pleasure, or the final sound in rouge. the other voiced palatal is [ʤ], which is the initial sound in words like joke and gem. the word judge and the name george both begin and end with the sound [ʤ] despite the apparent differences in spelling. one other voiced palatal is the [j] sound used at the beginning of words like you and yet (yule, 2016). 6) velars even further back in the roof of the mouth, beyond the hard palate, you will find a soft area, which is called soft palate, or the velum. sounds produced with the back of the tongue against the velum are called the velars. there is a voiceless velar sound, represented by the symbol [k], which occurs not only in kid and kill, but also the initial sound in car and cold. despite the variety in spelling, this [k] sound is both the initial and final sound in words cook, kick, and coke. the voiced velar sound heard at the beginning of words like go, gun, and give represented by [ɡ]. it is also the final sound in words like bag, mug, and despite the spelling plague. the velum can be lowered to allow air to flow through the nasal cavity and thereby produce another voiced velar, represented by the symbol [ŋ], typically referred to as "angina." in written english, this sound is normally spelled as the two letters "ng." so, the [ŋ] sound is at the end, sing, sang, and 210 despite the spelling tongue. it occurs twice in ringing. be careful not to be misled by the spelling of a word like bang it ends with the [ŋ] sound only. there is no [ɡ] sound in this word. 7) glottal there is one sound that is produced without active use of the tongue and other parts of the mouth. it is the sound [h] which occurs at the beginning of have and house and, for most speakers, as the first sound in who and whose. this sound is usually described as voiceless glottal. the "glottis" is the space between the vocal folds in the larynx. when the glottis is open, as in the production of other voiceless sounds, and there is no manipulation of the air passing out of the mouth, the sound produced is that represented by [h]. iii. method the researcher used a qualitative research method. because this research aims to find out the description of the study of error pronunciation in english consonants. the data collected and analyzed will not be represented numerically but collected and presented in the narrative report. the description of the language environment on students' skills will be explored using this method. the researcher observed the classroom when the teaching and learning would be processing to find the english pronunciation consonant. in this case, the researcher observed the teaching and learning process in the classroom. included the material and the topic used in the teaching and learning process, and also the english pronunciation consonant and teacher's activity. the real teacher conducted this study. while the researcher becomes an observer to be more focused on the subjects that will be going to observed. the question of this research was the entire student. because the researcher wants the study is active. the researcher thinks that the first-grade students are the new students of that school, and the third-grade students are too busy. they are going to pass the national exam and another. besides, the researcher chooses the grade between the first and the third-grade students. they were second-grade students. /p/ pay /b/ boy /t/ talk /d/ day /k/ key /g/ go /f/ free /v/ voice /θ/ث think /ð/ذ that /s/ sad /z/ zone /ʃ/ش shop /ʒ/zhe usual /ʧ/che child /ʤ/ج gym /h/ح hat /m/ mean /n/ need /ŋ/ single /l/ light /r/ rest /j/y yard /w/ work 211 iv. result the researcher describes the data which has been collected in the field. concerning a study of pronunciation error in english consonant, the researcher did three data collection techniques to get more complete data. the researcher interview to the teacher that relate to the study of pronunciation, primarily english consonant. the researcher gives some test to the students to find the result data of students' about how them to pronunciation. in analyzing the data, the researcher divided the process into two steps: collecting the students' and identifying the errors with reading the same vocabulary. the prediction causes of failures were in the discussion. then, the researcher presents the results in detailed information. the data consist of the eight most mispronounce english consonant and the reason what makes them the error to declare. 1. the most mispronounce english consonant. after doing research, researchers found things that concern this study. that is the english learning process. a) wardatul farosyah she mispronounces in pronounce pay, talk, key, go, free, that, zone, usual, child, light, and yard. b) zumrotul ifadah she mispronounces in pronounce pay, talk, day, key, go, free, think, that, sad, zone, usual, child, gym, mean, light, and yard. c) mila karimah she mispronounces in pronounce pay, talk, key, day, go, voice, think, that, sad, zone, shop, usual, gym, mean, light, yard, and work. d) shinta dwi nurinah she mispronounces in pronounce pay, talk, key, day, go, free, voice, think, that, sad, zone, shop, usual, child, gym, light, and yard. e) niswatul laili she mispronounces in pronounce pay, boy, talk, day, key, go, free, think, that, sad, zone, shop, child, hat, mean, need, light, yard, and work. f) sabilah nur diah she mispronounces in pronounce pay, talk, day, key, go, free, voice, think, that sad, zone, shop, usual, gym, mean, need, single, light, rest, and work. g) putri salsa nur she mispronounces in pronounce pay, talk, day, key, go, free, voice, think, that, sad, zone, shop, usual, child, gym, hat, single, light, rest, yard, and work. h) dwi putri aulia she mispronounces in pronounce pay, talk, day, key, go, free, voice, think, that, sad, zone, shop, usual, child, gym, hat, need, light, yard, and work. i) anggraini silvia she mispronounces in pronounce pay, talk, day, key, go, free, voice, think, that, 212 sad, zone, usual, gym, hat, mean, need, single, light, rest, yard, and work. j) sri rahmawati she mispronounces in pronounce pay, boy, talk, day, key, go, free, voice, think, that, sad, zone, shop, usual, child, gym, need, single, light, rest, and yard. k) fatimatuz zahra she mispronounces in pronounce pay, talk, key, day, go, free, voice, think, that, sad, zone, shop, usual, child, gym, hat, mean, need, light, and yard. l) kamila fi'lul jamil she mispronounces in pronounce pay, talk, key, day, go, free, voice, think, that, sad, zone, shop, usual, child, gym, hat, mean, need, light, and yard. m) siti muzilah she mispronounces in pronounce pay, talk, key, day, go, voice, think, that, sad, zone, shop, usual, child, gym, need, light, yard, and work. n) nadia elfa she mispronounces in pronounce pay, talk, key, day, go, voice, think, that, sad, zone, shop, usual, gym, hat, mean, need, light, and rest. o) maulidatul nur diana she mispronounces in pronounce pay, talk, key, day, go, free, voice, think, that, sad, zone, shop, usual, gym, hat, mean, need, single, light, and work. p) nadia juhrotul laili she mispronounces in pronounce pay, talk, key, day, go, voice, think, that, sad, zone, shop, usual, gym, heat, light, rest, and work. q) nafilatul ilmi she mispronounces in pronounce pay, talk, key, day, go, voice, think, that, sad, zone, shop, usual, child, gym, hat, mean, need, light, yard, and work. r) wardatul amalia she mispronounces in pronounce pay, talk, key, day, go, voice, think, that, sad, zone, shop, usual, child, hat, need, light, and work. s) nur fadhila she mispronounces in pronounce pay, talk, key, day, go, voice, think, that, sad, zone, usual, child, gym, heat, light, rest, and work. it could then be said that most of the students do not have mastery of different pronunciations of vowels. the results of the recorded test showed that the most students’ mispronounce on eight consonant, that are "ch" [ʧ], "y" [j], "th" [ð], "v" [v] , "th" [θ], “zhe” [ʒ], “gy” [ʤ], and “ght”. 2. the reason what makes them mispronounce. from the research done by the researchers, the researchers finally found eight of the 24 consonants that are difficult to pronounce, eight of which are consonants "ch" [ʧ], "y" [j], "th" [ð], "v" [v], "th" [θ], "zhe" [ʒ], "gy" [ʤ], and "ght." then from some of the above analyzes, the researchers found some wrong consonants that conical researchers into the eight most misunderstood 213 consonants in pronunciation alone. eight of them are consonants "ch" [ʧ], "zh" [ʒ], "th" [ð], "v" [v], and "th" [θ]. and the first analysis is how to pronounce the consonant "th" [θ]. it is the way to pronounce "the," and it is the same as hijaiyah's letter [ ث] pronunciation. however, the students often recite it as consonant "t" [t]. and some read it as "d" [d]. with the percentage as the most misunderstood consonant, the consonant becomes consonant with serial number 1, and almost all students are wrong in this consonant pronunciation. the subsequent analysis is from the consonant "th" [ð], the students mispronounced the consonant "d" [d]. in contrast, the pronunciation of th "[ð] consonants tends to be like pronouncing dzal [ذ] in the hijaiyah letters so slightly clipped his tongue between the upper front teeth and the lower front teeth but not clamped hard or once, just touched it. because if clipped once, it will sound consonant "t," but in the way of reading, indonesian people are not british. and being the # 2 consonant most often misunderstood in his pronunciation. analysis of the consonant "y" [j], the researchers found some common misconceptions, and rarely most indonesians are aware of it. the consonant "y" [j] most of them mistakenly pronounce it as a consonant "y" [y] in pronunciation of letters or indonesian spellings. the researcher finds many errors in pronunciation. an analysis of consonant "v" still read consonant as consonant [v] will but a little emphasized between the lower lip with the tip of the upper teeth, so that little sound comes out of [w]. however, still, it is the consonant [v]. and becomes the 5th consonant most often misunderstood its pronunciation. the next is "gy" [ʤ], we should read the hijaiyah ج letters as that is the pronunciation of "gy" [ʤ], but the students pronounce as "g" consonant in indonesian transcript still read "g." then it is an analysis of the "ght" pronunciation, which there is no consonant form or symbol since most "ght" is at the word end. only most of the students pronounce, such as pronouncing the word "k" or sometimes like reciting the word "t." the last one is the consonant "ch" [ʧ], the way the pronunciation of the consonant "ch" is actually like someone who wants to spit and a little like the pronunciation "c" in indonesian transcript. because the letter "c," which is still pronounced like that, does not exist. the consonant "c" is pronounced as [k] in a british transcript. v. discussion the test contains some vowel sounds and consonant sounds. the words were put in sentences; each sentence contains one target sound: each student was asked to read all the sentences aloud, while her voice was recorded. in the end, the errors were written 214 on paper and then tabulated and analyzed statistically and descriptively. when the researcher came into the field to research, the researcher got the data that is needed. the result of these data was presented in the point "a" of this chapter. and the discussion of these data is going to be broken down at this point as below. 1. the most mispronounce consonant after doing research, researchers found things that concern this study. that is the english learning process. the teaching process should be interesting, how students can be interested in the material we teach, even the learning system at once. the teacher gives motivation and some ice-breaking. how the students understand what the teacher teaches. researchers found that most of them preferred how to communicate their lessons rather than their lessons. in her observations, the researcher proved how enthusiastic the student is in learning. as already mentioned that in english, language learning is not focused on one skill only, but all skill and its components. one of the components is pronunciation. the pronunciation that includes a small part of english language learning plays an important role in it. pronunciation is defined as is part of speech. including words, intonation, and sound language, according to harmer (2001: 26), pronunciation is the knowledge of how to say a word. that is how to pronounce it. and is classified into several parts. as the research object of this study. pronunciation is not included as a core lesson. but incorporated together the lessons or materials taught that day. from the research done by the researchers, the researchers finally found eight of the 24 consonants that are difficult to pronounce, 8 of which are consonants "ch" [ʧ], "zh" [ʒ], "th" [ð], "v" [v], "th" [θ, "gy" [ʤ], "y" [j] and "ght." then from some of the above analyzes, the researchers found some wrong consonants that conical researchers into the eight most misunderstood consonants in pronunciation alone. eight of them are consonants "ch" [ʧ], "ng" [ŋ], "th" [ð], "t" [t], and "th" [θ]. and the first analysis is how to pronounce the consonant "th" [θ]. the way the pronunciation of the "th" consonant is the same as how to pronounce the hijaiyah letter and in the arab-indonesian transcript is ,[ث] the same as the th "ie." by attaching the tip of the tongue to the upper front teeth. however, the students often recite it as consonant "t" [t]. and some read it as "d" [d]. with the percentage as the most misunderstood consonant, the consonant becomes consonant with serial number 1, and almost all students are wrong in this consonant pronunciation. the subsequent analysis is from the consonant "th" [ð], the students mispronounced the consonant "d" [d]. in contrast, the pronunciation of th "[ð] consonants tends to be like pronouncing dzal [ذ] in the hijaiyah letters so slightly 215 clipped his tongue between the upper front teeth and the lower front teeth but not clamped hard or once, just touched it. because if clipped once, it will sound consonant "t," but in the way of reading, indonesian people are not british. and being the two consonant most often misunderstood in his pronunciation. analysis of the consonant "y" [j], the researchers found some common misconceptions, and rarely most indonesians are aware of it, especially second graders mts miftahul ulum gondangrejo gondangwetan pasuruan. the consonant "y" [j] most of them mistakenly pronounce it as a consonant "y" [y] in pronunciation of letters or indonesian spellings. the next is the consonant "gy" [ʤ]. we should read the hijaiyah ج letters as that is the pronunciation of "gy" [ʤ]. the students still pronounce "g" consonant in indonesian transcript read "g." then it is an analysis of the "ght" pronunciation, which there is no consonant form or symbol since most "ght" is at the word end. only most of the students pronounce, such as pronouncing the word "k" or sometimes like reciting the word "t." the last one is the consonant "ch" [ʧ], the way the pronunciation of the consonant "ch" is actually like someone who wants to spit and a little like the pronunciation "c" in indonesia transcript. because the letter "c," which is still pronounced like that, does not exist. the consonant "c" is pronounced as [k] in a british transcript. 2. the reason what makes they mispronounce consonants. researchers in their observations have concluded that the students have a good response in english language learning. while doing teaching and learning activities, teachers always convey with the spirit that students are also eager to receive it, whether any material. but they remain in trouble pronunciation, and not only in terms of pronunciation but in terms of understanding the english lesson itself. due to the lack of focus of learning or pronunciation material itself. and most of the students get difficulties in english pronunciation. in practice, few of them can make good english. the teacher also admits the students' achievement in pronunciation. vi. conclusion so the improvement can be made into the material reading, speaking, and listening. the students can fix and minimize errors in english pronunciation, especially in terms of pronunciation english consonants. the most frequently mispronounce of the consonants are "ch" [ʧ], "zh" [ʒ], "th" [ð], "v" [v], and "th" [θ]. it based on the finding in the last chapter. to learn english well, second language learners should pay attention to the importance of english pronunciation learning. 216 vii. references aziz, i. n., & dewi, y. a. s. (2019a). the concept of language environment: a descriptive study at madrasah aliah keagamaan gresik. edukasi: jurnal pendidikan islam, 7(2), 1–23. aziz, i. n., & dewi, y. a. s. (2019b). the implementation of contextual teaching and learning on english grammar competence. alsuna: journal of arabic and english language, 2(2), 67–95. https://doi.org/oi.org/10.31538 dictionary, o. (2008). oxford learner's pocket dictionary. new york: oxford university press. hakim, m. a. r. (2012). an analysis of phonetics b, d, g, j, ʤ, and ð into english pronunciation for java students (a study on java students at english department on stain bengkulu academic year 2011-2012). international journal of humanities and social science, 2(20), 244. hamka, h. (2019). standardizing english consonants in empowering students' pronunciation today. jalie; journal of applied linguistics and islamic education, 2(2), 254–278. lightbown, p. m., & spada, n. (2013). how languages are learned 4th edition-oxford handbooks for language teachers. oxford university press. nunan, d. (1991). language teaching methodology: a textbook for teachers. yule, g. (2016). the study of language. cambridge university press. 20 journal of english education and technology vol. 01 no. 01, march 2020, pp. 20 34 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) the effectiveness of using teams games tournaments (tgt) in teaching reading of narrative at second grade of ma mambaus sholihin zumrotul faricha1, khoirul huda2 students of institut keislaman abdullah faqih gresik1 english language department, faculty of tarbiyah, institut keislaman abdullah faqih gresik 2 zumrotulfaricha@gmail.com1, khoirulhuda.inkafa@gmail.com2 abstract the objective of the research was to see the effectiveness teams games tournaments (tgt) technique in teaching reading of the narrative text at the second grade students of ma mambaus solihin and also to help the english teachers create interactive activities for students while learning reading of a narrative text. the method applied in this research was pre-experimental research. there was class, this research was conducted through the following procedures: giving the pre-test, and giving a post-test. the result of the research proved that the teams games tournaments (tgt) technique is effective to be used in learning reading of a narrative text. the finding showed that both groups had a significant difference. it could be said that the pre-test and post-test value is increased. it was proven from the materials, scores and activities which were used in the c class that support students’ interesting to learn more about reading topic. keywords: cooperative learning, teams games tournaments (tgt) technique, reading, narrative text i. introduction reading is one of the main language skills. reading skill also has a big role for the students to get some information from english text in order to increase their knowledge. (harmer, 1991) explains that reading is receptive skill work, then, should involve learners in reading or listening where they are able to process the language sufficiently at least to extract the meaning, through reading, students can increase their competence which is related to the target language. students also can improve their fluency in other skills like speaking. hence, http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:zumrotulfaricha@gmail.com mailto:khoirulhuda.inkafa@gmail.com 21 reading is taught in the second grade of senior high school with some goals that have been created by the government. students of second-grade senior high school should understand the social function, text structure, and the elements of the narrative text in table based on the context function (hakim, 2017). however, teaching reading text at second-grade senior high school is not easy. based on the observed teacher of ma mambaus sholihin gresik, some students get difficulties to achieve the goal in learning reading materials, in the learning process, they like to read the text loudly but they do not understand the messages or information of the text. furthermore, it is caused by a lack of vocabulary they had. here, the problem which is faced by the students in ma mambaus solihin gresik, especially at second-grade students, becomes a central point of this research. therefore, the researcher uses the teams games tournaments (tgt) method and then measures its effectiveness. this research focuses on the effectiveness of tgt method in teaching reading which is expected can help the students to get the effective, good and gratify teaching and fulfill what they need in this learning based on the explanation above, this research is focused on finding an alternative technique in teaching reading of a narrative text, it is expected can make students enjoy learning and make them confident to show their english ability. and then, the alternative technique is also expected can encourage students’motivation in the teaching and learning process (aziz & dewi, 2019). moreover, the students feel fun in the classroom while teaching and learning process. as a professional worker, the teacher is expected to be able to motivate the students in specific ways. by using teams games tournaments (tgt), the teacher probably can motivate the students to understand narrative text (kim, almond, & shute, 2016). because by teams games tournaments (tgt), the students can work together with their friends and they have variation in their learning style in the classroom. so, the teacher hopes that students will enjoy their learning activities. roy killen concludes that tgt is suited to the same types of subject matter and learning outcomes as stad. it requires a little more than stad, but can be very motivating for learners (killen, 2006). there are some methods of teaching in teaching and learning english, one of them is cooperative learning. cooperative 22 learning requires pupils work together in small groups to support each other to improve their own learning and that of others (jolliffe, 2015). it means in cooperative learning students study together and solve problems together, students have a sense of responsibility to themselves and also to their friends in teaching and learning process to accomplish the goals (gibson, 2018; mitra, 2019). in cooperative learning, individuals look for the outcomes that are beneficial to themselves and beneficial to all group members. cooperative learning has many benefits which are related to students (karim, 2018; slavin, 2015; slavin robert, 1995). cooperative learning classes are often more relaxed and enjoyable than traditional classes. this creates a positive learning environment, with more students attentive to assigned tasks. as a result, academic achievement increases for all students (oliveira et al., 2015). cooperative learning has some general or variation methods (jenkins, fuchs, van den broek, espin, & deno, 2003; jong, lai, hsia, lin, & lu, 2013; son & metcalfe, 2000), some variations on the theme of cooperative learning: students teams-achievement divisions (stad), teams games tournaments (tgt), team accelerated instruction (tai), jigsaw, and cooperative integrated reading and composition (circ) (cruickshank, 1990). furthermore, teams games tournaments (tgt) technique originally was developed by david den vries and keith edward. according to robert e. slavin “teams games tournaments (tgt) originally developed by david de vries and keith edward. it uses the same teacher presentations and teamwork as in stad but replaces the quizzes with weekly tournaments, in which students play academic games with members of the teams to contribute points to their team score (slavin, 2015). ii. literature review a. the general concept of cooperative learning cooperative learning is an interesting momentum learning in the early 1980s with the first meta-analysis involving 122 learners on the cooperative, competitive and individualistic goal structures on student achievement and productivity in the united states (johnson, maruyama, johnson, nelson, & skon, 1981). the results show that cooperative learning reserver the learning process more effectively than personal competition models. in addition, these results are consistent in all subject areas (language arts, reading, mathematics, science, social studies and physical education), for all age groups by involving conceptual understanding, problem-solving, 23 categorization, and reasoning (karim, 2018; slavin, 1983). cooperative learning is a term that describes teaching procedures in which students collaborate in small groups and are rewarded for achievement learners (cruickshank, 1990). cooperative learning also defines as an instructional technique in which learners work together in small groups to help one other achieve a common learning goal (belward, balatti, & australasia, 2012; killen, 2006; mitra, 2019). it means that individual students get the beneficial outcomes of themselves in cooperative situations. cooperative learning enhances students‟ enthusiasm for learning in order to get academic success. slavin, one of the founders of cooperative learning, believes that the group focus of cooperative learning can changes the norm of youth culture and make it more acceptable to excel in academic learning tasks (slavin, 1983, 2015). in addition, cooperative learning encouraged the students to work together and responsible for all comprehension of the groups' members. cooperative groups must be heterogeneous in terms of gender, academic ability, race, and other traits (cruickshank, 1990; jenkins et al., 2003; son & metcalfe, 2000). heterogeneity is promoted for at least three reasons: first, cooperative learning is based partly on the humanistic school of thought about learning. one of its major objectives is to make students feel better about themselves and to be more accepting of others. a second reason to form heterogeneous teams is so that each member will have an equal opportunity to learn since “talent” is about equally distributed to each group. finally, heterogeneity is fostered because students with lower abilities are more likely to improve their achievement in mixed group than in homogeneous groups (bernal castañeda, 2017; cruickshank, 1990). from the statements above, it can be said that members of groups in cooperative learning method consist of various background abilities. it conducted to make the students feel better and accept others. moreover, students with lower abilities will improve their achievement because they will learn with the students of higher abilities in the same group. b. characteristic of cooperative learning cooperative learning has some characteristics. according to (hegelheimer, ware, & kessler, 2009) the characteristics of cooperative learning are: first, positive independence; positive independence occurs when the gains for one individual are 24 associated with gains for others: that is, when one student achieves, others benefit (kessler, 1992). second, team formation; positive independence implies the grouping has occurred, either by assignment or by change. students can group themselves: “leaders” can take turns selecting teammates or teachers can assign students to team (costely, 2015). informal or spontaneous grouping is less desirable in many situations than formal or planned grouping methods (heterogeneous, random, interest, and homogeneous/heterogeneous language ability). third, accountability. research shows that both individual and group accountability is important for achievement in cooperative learning setting (slavin, 1983, 1988, 2015; slavin robert, 1995). methods that use only a group grade or a group product without making each member accountable do not consistently produce achieving gains. students may be made individually accountable by signing each student a grade on his or her own portion of the team project or by the rule that the group may not go on to the next activity until all the team members finish the task. a primary way to ensure accountability is through testing. forth, social skills: (johnson & johnson, 1990) include teaching social skills as a defining characteristic of cooperative learning. social skills teaching, however, are not always an element in some of the most widely researched cooperative learning procedures, such as students teams achievements divisions (stad) discussed in (slavin, 1983). and the last, structuring and structures. structures are generic, content-free ways of organizing student interactions with content and with each other. for example, (step 1) one student talks while others listen, the (step 2) the next student talk, etc. structures describe different ways students are to interact (hegelheimer et al., 2009; kessler, 1992). c. the role of teachers in increasing collaboration among students there is no doubt that teachers play a key role in building cooperative learning experiences in their classrooms. this includes grouping and assignments so students understand what they are expected to do and how they are expected to behave. it also includes the teacher's understanding that they have a role in promoting student interaction during small group discussions. helping students to interact and work together not only allows students to learn from each other but also to accept responsibility for the tasks they have to complete and the decisions they have to make. 25 several studies have shows that highlevel cognitive learning that combines facts, concepts, and thoughts only appears with low frequency when allowed to appear as a by-product of small group learning (altun, 2017; häkkinen et al., 2017; meloth & deering, 1999; sencibaugh & sencibaugh, 2016). students do not decipher information, do not ask questions to stimulate thinking, and do not spontaneously utilize prior knowledge without some relevant external guidance (gu, shao, guo, & lim, 2015; king, 2002; meloth & deering, 1999). (chinn, o’donnell, & jinks, 2000; hitt & gonzálezmartín, 2015) also observed that students were rarely involved in high-level discourse or explanatory behavior that provided reasons for conclusions unless explicitly taught to do so. however, when students are taught to speak and reason together and apply these skills in their interactions with each other, (gillies, 2016; mercer*, dawes, wegerif, & sams, 2004) find that they can speak and reason effectively. besides, this talk-based group activity helps in the development of reasoning, problem-solving and individual learning. (gillies, 2016) found that when teachers are taught how to mediate student learning by engaging in dialogical exchanges where they explore and clarify problems, deal with differences in student thinking, offer temporary advice, and acknowledge and validate students. responses, children's responses to one another reflect the many responses they give to their teacher, that is, they are detailed or elaborated. in a study of the verbal behavior of teachers and students in the middle class, (gillies, 2017) found that teachers who applied cooperative learning showed more mediated learning interactions than teachers who only applied group work. in addition, students in cooperative groups engage in more general verbal behavior that is seen as helping and supporting group efforts than their peers in working groups only (ie, ad hoc groups where students have not been taught to work together). gillies argues that many of these verbal behaviors may, in part, arise from the type of reciprocal interaction that their teacher models when they interact with group members where students learn to provide more explanations and detailed responses to requests for help or other students' perceptions. need help. the frequency of multi-directional responses that occur in cooperative groups both among students and with their teachers may also have arisen from group assignments that are generally open and discovery-based and require students to exchange information and ideas to find solutions to these problems. in short, research (altun, 2017; gillies, 2016; mercer et al., 2004) shows that teachers can 26 teach students how to talk and reason together to improve student interaction and learning d. the general concept of teams games tournaments (tgt) according to roy killen, “tgt was slavin‟s original version of cooperative learning (slavin, 1983, 2015; slavin robert, 1995). it is similar to stad in that teachers present information to learners and then they have one another learn. the difference is the quizzes are replaced with tournaments in which learners compete with members of other teams in order to gain points for their home team (killen, 2006). so based on the roy killen definition, teams games tournaments (tgt) has similarity with stad but the quizzes that used in stad are replaced with tournaments in tgt. in addition, slavin stated that “tgt is the same as stad in every aspect but one: instead of the quizzes and the individual improvement score system, tgt uses academic tournament, in which students compete as representatives of their teams with members of other teams who are like them in past academic performance (slavin, 2015). in another word, tgt and stad have the same several elements but different in using quizzes, stad uses the simple quizzes, while tgt uses academic tournament. e. the principles of teams games tournaments (tgt) according to slavin, tgt has five principles as follows; class presentation (slavin, 1983), what does mean class presentation in tgt is the same as a class presentation in stad, materials are introduced here. slavin said that this is often the direct instruction or a lecture-discussion conducted by the teacher. teams (slavin robert, 1995), teams in tgt is also same as teams in stad, teams are composed of four or five students who represent a crosssection of the class in terms of academic performance, sex, and race or ethnicity, the major function of the team is to make sure that all team members are learning, and, major specifically, to prepare its members to do well on the quizzes. after the teacher presents the material, the team meets to study worksheets or other material. most often, the study involves students discussing problems together, comparing answers, and correcting any misconceptions if teammates make mistakes. games (slavin robert, 1995), the games are composed of content-relevant questions designed to test the knowledge students gain from class presentations and team practice. games are played at tables of three students, each of whom represents of a different team. most games are simply numbered questions on the ditto sheet. 27 students a numbered card and attempts to answer the question corresponding to the number. a challenging rule permits players to challenge one another answer. tournaments (slavin robert, 1995), the tournament is the structure in which the games take place. it is usually held off the end of a week or a unit after the teacher has made the classpresentation and the team has had time to practice with their worksheet. thus, the teams have proper preparation for the participation of the tournament. team recognition (slavin robert, 1995), team scores are computed based on team ‟members improvement scores, and individual certificated, a class newsletter or a bulletin broad recognize the high-scoring team iii. method this study used a pre-experimental study in one class of an experimental class. the writer takes the pre-test for the students at the beginning of the study. after giving a pre-test, the writer gives the treatment by using tgt method in the class, at the last step of the research, the writer gives a posttest in order to reach a result whether the students in that class have significant improvement in understanding narrative text or not. the formula one-group pretestpost test design: pre-test independent variable post-test 𝛾 1 x 𝛾 1 𝑌1: pre-test and post-test 𝑋 : independent of variable a. participants the participants of this study are the second grade students of ma.mambaus sholihin manyar gresik. the writer specifies the sample by 18 students. the student uses the purposive sample that included one class to be a sample of experiment. fm the second grade that has 6 classes, the writer uses the c class to be subject of the experiment. b. instrument the instrument of this research is a test. it is concluded of two tests which are pre-test and post-test. 1. a pre-test is used for observation before applying tgt method in teaching the reading of a narrative text. 2. post-test is used for observation after implement tgt method in teaching reading of narrative text. 28 iv. result and discussion the result shows that the average score of each group was different. the researcher found the difference in the average score between the pre-test and post-test. several steps of t-test explained in the preceding chapter. the first step was an analysis of the pre-test. it presented as below: the writer gets the result of the test from the student of c class at ma. mambaus sholihin gresik as the table below: table 1 the result of test no subject pretest post-test 1 s1 40 80 2 s2 40 70 3 s3 50 90 4 s4 60 90 5 s5 70 90 6 s6 40 80 7 s7 30 70 8 s8 50 90 9 s9 30 80 10 s10 30 80 11 s11 40 80 12 s12 40 80 13 s13 30 70 14 s14 30 60 15 s15 40 90 16 s16 40 70 17 s17 50 90 18 s18 50 90 n= 18 y1=760 y2=1450 from on the table, the writer explains the resulting test achievement students before treatment and after treatment of tgt method in reading comprehension skill at the second-grade students of ma. mambaus sholihin gresik. the data analysis form contents from research, with the data analysis that be intended to born out or “t” test propriety on hypotheses, have forward is for try propriety about the effectiveness of using tgt method 29 in teaching reading of the narrative text at the second-grade students of ma. mambaus sholihin gresik. 1. alternative hypotheses (ha) that try building on research problem that explains as the following: the effectiveness of tgt method in teaching reading. 2. null hypotheses (ho) is not the effectiveness of tgt method in teaching reading. 3. for the forward “t” test hypotheses as already forward, so the writer uses analysis statistics “t” test with table extrapolation the following: table 2 the result pre-test and post-test pre-experiment no subject pretest posttest d (gain pe-test and posttest) 1 s1 40 80 +40 2 s2 40 70 +30 3 s3 50 90 +40 4 s4 60 90 +30 5 s5 70 90 +20 6 s6 40 80 +40 7 s7 30 70 +40 8 s8 50 90 +40 9 s9 30 80 +50 10 s10 30 80 +50 11 s11 40 80 +40 12 s12 40 80 +40 13 s13 30 70 +40 14 s14 30 60 +30 15 s15 40 90 +50 16 s16 40 70 +30 17 s17 50 90 +40 18 s18 50 90 +40 n= 18 y1=760 y2=1450 30 no d (gain petest and posttest) xd (md-d) dm (md-d) s1 +40 1,7 2,89 s2 +30 -8,3 68,89 s3 +40 1,7 2,89 s4 +30 -8,3 68,89 s5 +20 -18,3 334,89 s6 +40 1,7 2,89 s7 +40 1,7 2,89 s8 +40 1,7 2,89 s9 +50 11,7 136,89 s10 +50 11,7 136,89 s11 +40 1,7 2,89 s12 +40 1,7 2,89 s13 +40 1,7 2,89 s14 +30 -8,3 68,89 s15 +50 11,7 136,89 s16 +30 -8,3 68,89 s17 +40 1,7 2,89 s18 +40 1,7 2,89 1050,02 md = ∑ 𝑑 𝑁 = 690 18 = 38,3 t = md √ ∑ 2dx n (n−1) = 38,3 √ 1050,03 18(17) = 38,3 1,85 = 20,7 the finding showed that there was a significant difference on the english reading comprehension between the student’s pretest and post-test who were taught by using tgt method. there were some interpretative reasons to explain this problem. 31 first, it was related to the students` initial differences in the pre-test and posttest. those were the differences in the students` ability based on the pretest scores. the pre-test is to measure the student’s achievement. the discussion from costeffectiveness between result achievement pre-test and post-test not signed negative, the mean get to conclude that between two result achievement that signed correlation positive with analysis “t” test that procurable value 20,7. the strength of result data analysis the effectiveness student over have the conclusion that comprehension students about model cooperative learning typescript that is very big. moreover, get acceptance by students and used as model learning. so that alternative hypotheses (ha) that forward get to know that model tgt (team games tournaments) is very effective to increase in teaching reading; at the second-grade students of ma. mambaus sholihin gresik. from the finding over, so get to know the effectiveness of tgt method in teaching reading very effective, because this method is correct for senior high school to coached students in exportable skill, although costeffectiveness in learning until very increasing to reading comprehension in learning. the finding showed that both group had a significant difference. it could be said that the pre-test and post-test value is increased. it was proven from the materials, scores and activities which were used in the c class that support students’ interesting to learn more about reading topic. in addition, slavin stated that tgt is the same as stad in every aspect but one: instead of the quizzes and the individual improvement score system, tgt uses academic tournament, in which students compete as representatives of their teams with members of other teams who are like them in past academic performance. therefore, the research conducted by slavin gave the researcher an inspiration to conduct a research on the teaching reading using tgt in student’s reading comprehension. the researcher wants to know the effectiveness of tgt method in teaching reading at second-grade students of ma. mambaus sholihin suci manyar gresik. finally, teaching reading by using tgt method is effective as interesting activities, because tgt is a simple method for improving students' reading skill comprehension. it also made students active and cooperative with their friends to find the solutions of problem they find. so that, they can increase their competence in learning reading skill. 32 v. conclusion based on the data analysis, the study concludes that the teams games tournaments method is more effective than the conventional method in teaching reading. then, although this research is finished well and successfully, there are some flaws of this research which become the evaluation for the researcher. the reference books which the researcher got are too limited, so the theoretical review is felt insufficiently perfect. the treatments of teaching reading was also felt less because the time was limited. on the other hand, the scope of teaching reading is still general and it needs to be limited in order that the objective of the study can be achieved and answered clearly and specifically, and in order that it will not be extended. so, the writer took a limitation in teaching reading skills. vi. references altun, s. 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(2000). metacognitive and control strategies in study-time allocation. jownal of experimental psychology: learning, memory, and cognition, 26(1), 204–221. https://doi.org/10.1037/2787393.26.1.204 44 journal of english education and technology vol. 03 no. 01, march 2022, pp. 44-54 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) the effect of indirect corrective feedback strategy on students’ writing skills of recounting text himmatul arifah1, muhammad edy thoyib2 institut keislaman abdullah faqih gresik 1 universitas islam negeri malang2 himmatularifah@gmail.com1, edythoyib@bsi.uin-malang.ac.id2 abstract this research focuses on the effectiveness of using an indirect corrective feedback strategy on students’ writing skills of recount text to provide an alternative and effective way to complete their work in writing, especially in writing recount text. the researcher uses a quasi-experimental design by collecting data using a test, and each class is given a pre-test before treatment and a post-test after treatment. it indicates that the treatment was successful. independent t-test calculation researcher. t-test was calculated to compare the two means between the experimental and control groups. the table above shows that the value of sig (2-tailed) is 0.000 at the critical value for the 5% level. the significance value is less than 5% or (0.000 <0.05). so, the null hypothesis can be rejected. it can be concluded that the study’s indirect corrective feedback strategy is effective. keywords: indirect corrective feedback strategy, recount text, writing skill i. introduction in education, the english language is widely known by all groups, from low to high levels of education. seeing from the current development, english has become an essential communication tool in any case. therefore in english language education, learning can improve student communication skills. according to walberg 2004 in (irons & elkington, 2021), communication skills are crucial to learning every curriculum. one of the four essential aspects of learning english is learning writing. writing is a tool used to express feelings, thoughts, and ideas (maulidah & aziz, 2020; muhsin & aziz, 2020). http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 45 writing skills must be mastered by students to express and share them with others (sharples, 2002). on the other hand, huges (2003) argues that writing is getting sources influenced by vocabulary, grammar, mechanics, and organization. writing is a process, not a product. in writing, it needs to be reviewed and revised so that writing activities will not be complete. therefore, being a writer or a student must know the writing process to do good writing. writing is considered a complex skill (chitravelu et al., 2005). because writing not only takes on the material of interest, learning, and understanding but so requires mastery of language, organization, conventions, mechanical, and the writing process (latifah et al., 2018). in writing, there must be a strategy that can support the improvement of students in writing so that students do not find problems in writing. the writing process is not short because writing is not a natural process but a discovery process after continuous practice. the essence of writing is a process of thinking, compiling, and revising, which requires special skills in using discourse markers and rhetorical covens by placing them cohesive, which means that the writing is more precise and produces the final product. many researchers have found problems in writing, and many researchers have also investigated cases of difficulty in writing. therefore, a strategy is needed to improve a student’s writing skills in this writing learning. the teaching and learning process cannot be separated from the strategy. strategies are needed to make the teaching and learning process effective and efficient. because teaching is a reciprocal relationship between teachers and students who are active in carrying out activities, thus learning can be interpreted as a plan designed by educators in learning activities to achieve the goals set in the curriculum. researcher has found problems in learning to write, and many have investigated cases of difficulty in writing (muhsin & aziz, 2020). the test in writing is due to boundary correction, grammar errors, and organizational errors. there is a limitation of modification in students’ writing, so students may make mistakes again if they are not corrected (huy, 2015). many students experience grammatical errors such as spelling, fragments, run-ones, concords, punctuation, and organizing (astuti, 2013). many students are still confused about writing, so they have difficulty writing. so, the problem is due to errors in the learning process. in this case, 46 there is a problem-solving strategy. because using the technique is capable of good stimulation in student learning. in this case, the role of design is considered very important in the learning process. because of their strategy, the teaching and learning process can be effective and efficient. then, the various strategy that can be used in learning is the indirect corrective feedback strategy. this corrective feedback strategy is the feedback that is given by the teacher to students when students complete the writing process to provide proof of students’ writing results (bitchener & ferris, 2012). the form of feedback that is often used in class is feedback given by the teacher. with this indirect corrective feedback, students can identify their mistakes and learn from them with this feedback. indirect corrective feedback is easier to understand aspects of writing from the feedback given by the teacher. so that students learn from their mistakes and will not repeat writing mistakes as before. the purpose of indirect corrective feedback is to provide information to the author for the revision, with a view of others’ comments, questions, and suggestions addressed to the author’s prose gat-based readers instead of prose-based writing (keh, 1990). basically, in guiding students to write, the teacher should provide advice or suggestions called feedback. feedback is one of the specific and practical ways teachers give students about their learners. students who receive feedback during the writing process have a better knowledge of how well they are writing and what areas they need to be effective. the indirect corrective feedback strategy is fundamental to students’ learning process. it can be seen from students who receive feedback from the teacher, who are usually more motivated to improve and revise their writing to make it better. the teacher feels that the feedback is very effective in the student’s writing process. in this study, the researcher used the indirect corrective feedback strategy during the writing chase at mts al ibrohimi class viii to correct students’ writing errors to determine the effectiveness of the quality of writing in recount text. the type of text is recount text because, according to the national curriculum from indonesia, recount text is included in class 8 learning materials. a recount text is a text that recounts safe experiences or events in the past. for this reason, this study aims to see the effectiveness of the indirect corrective feedback strategy on students writing skills 47 of recount text at the 2nd of mts al ibrahimi. ii. literature review a. teaching writing teaching writing, especially in junior high school, is not easy as teaching other language skills that must be learnt as other language skills that are mastered. it demands very much of learners, either the primary language proficiency, to control their language performance. while writing, students also need much time to think. the teacher asks students to focus on proper language use and ideas about what they will write. a specific technique is required in teaching writing english for junior high school. teaching writing teaches the students how to express their idea or imagination in writing form. writing is more than a productive skill in the written mode (brown, 2000). it is more complicated than the other three skills, even for native speakers of a language, since it involves a graphic representation of speech and the development and presentation of thoughts in a structured way. thus, the teachers can select suitable material in writing class so that materials and techniques could be understandable for the students and express their idea and thinking in good writing. based on those statements, the writer can conclude that the teacher’s role is needed to motivate students in the teaching-learning process. in contrast, students in transition and teachers must be creative in preparing materials that feature real-life situations and authentic language in teaching because they have different characteristics. in practising their writing, they have to follow the steps of process writing to make their writing more effective and help the students to write a text become easier. all of what the students do before writing is critical because the student can be guided to think about a topic related to a perceived audience. this activity of writing involved the process of writing. b. indirect corrective feedback indirect corrective feedback demonstrates the correction of grammar errors to improve students’ writing ability (truscott, 1996). written indirect corrective feedback is a means of helping students acquire and demonstrate mastery in the use of targeted linguistic forms and structures (bitchener & knoch, 2008). written indirect corrective feedback is one of the instructional strategies designed to facilitate the effectiveness of l2 writing (ferris, 2010). from several definitions, it can be concluded that written corrective feedback is a way 48 that aims to correct student errors in writing. students need to write corrective feedback that may come from various sources, such as teachers, peers, and computer programs (nakamura, 2016). there are six types of written corrective feedback, direct (ellis, 2009). however, in this study, researchers used indirect written corrective feedback. indirect feedback is a strategy that teachers use to help students correct their mistakes by pointing out mistakes without providing the correct form. in this type, elashri (2013) mentions two subtypes: indirect coded and non-coded feedback. coded indirect feedback is when the teacher underlines the error and writes a symbol on top of that error. then he gives a composition to students to correct the mistake because this symbol encourages students to think and then provides indirect feedback. the teacher underlines or circles the error without writing the character whatever. students must think about the error and correct it (seiffedin & el-sakka, 2017). this study uses indirect feedback using indications and locating with the coded indirect feedback sub-type; (1) the teacher gives orders to students with a theme for writing recount text, and the first result is used as a pre-test, (2) the teacher gives lessons about recount text and offers students a theme for writing recount text, (3) the teacher corrects and applies the corrective feedback method by only providing code to students. without justifying, it works until students get an increase in writing skills. iii. method the researcher involved two classes, one class as an experimental class and one class as a control class. the pre-tests and post-test were given to the students in the practical and control classes. the treatment was applied in the experimental type of writing recount text using an indirect corrective feedback strategy. meanwhile, the controlled class was only treated with explanations about the characteristic of recount writing. the results of the pre-test and post-test will be compared and observed. a. research instrument a test is a set of stimuli presented to individuals to obtain responses based on numerical scores. tests are given to measure student competence, intelligence, knowledge, and abilities possessed by individuals or groups. the study passed an essay writing test to know students’ skills. there are two tests in this study, namely the pretest and post-test. this was given to both groups to see how skilled they were in 49 writing before providing treatment. the researcher developed a test based on a syllabus that emphasized writing skills and the material on recount text: pretest. in this study, data collection was carried out through a pre-test in the experimental and control class to determine students before being given treatment to the practical class children. the test is in the form of a written test because it focuses on writing skills. posttest is carried out after treatment, and posttest to determine whether students have progressed in writing skills. the post-test scores will be compared to whether the treated class students’ scores are better than untreated students. to assess the quality of students’ writing, the researcher used an assessment rubric. aspects of assessment are content, organization, vocabulary, grammar, and mechanics. b. sample of research the sample of this study was 25 students of class viii f as the control class who were taught without giving a strategy and class viii g 25 as the experimental class who were conducted using the indirect corrective feedback strategy. c. data analysis method researchers analyzed the data using a comparative technique between the control and experimental classes. the scores of the practical course and the control class in the post-test will be compared to determine the difference in the experimental and control classes’ learning outcomes. it will be processed by using adnan’s statistical hypothesis test. the scores collected during the post-test by the control class and the experimental class will be calculated using the ibm spss version 20 program. and the researcher uses an independent sample t-test as the formula to see the significant mean difference between students and post-test scores between those experimental groups iv. finding 1) the descriptive of pre-test score this part explains the students’ writing skills in recounting text in the pre-test. the results showed the descriptive statistic of the per-test in table 1 below. table 1; the descriptive statistic pretest n range minimum maximum sum mean std. deviation experimental class control class valid n (listwise) 25 22.00 51.00 73.00 1445.00 57.8000 5.49242 25 20.00 50.00 70.00 1471.00 58.8400 5.89265 25 based on table 4.1 above, it is known from 25 students in the experimental class. the lowest score in the pre-test was 51, and 50 the highest was 73. and that from 25 students in the control class. the lowest score in the pre-test was 50, and the highest score was 70. on the other side, the mean score of each group was different. the mean score of the experimental pre-test class was 57,80, and the mean score of the pre-test control class was 58,84. table 2; the descriptive statistic post-test n range minimum maximum sum mean std. deviation variance experimen tal class 25 19.00 75.00 94.00 2088.00 83.5200 5.30817 28.177 control class 25 25 17.00 57.00 74.00 1618.00 64.7200 4.27707 18.293 valid n (listwise) based on table 2 above, it is known from 25 students in the experimental class. the lowest score in the post-test was 75, and the highest score was 94. and that from 25 students in the control class. the lowest score in the pre-test was 57, and the highest was 74. on the other side, the mean score of each group was different. the mean score of the experimental pre-test class was 83,52, and the mean score of the pre-test control class was 64,72. 2) the descriptive of pre-test and post-test score the experimental class was viii-g students of mts al ibrohimi, consisting of 25 students taught using an indirect corrective feedback strategy. the data were collected from students’ pre-test scores, which were conducted before the researcher implemented the teacher’s indirect corrective feedback, and students’ post-test score, which was conducted after the researcher implemented the teacher’s indirect corrective feedback. based on the result is known from 25 students in the experimental class. the lowest score in the pre-test was 51, and the highest was 73. after the researcher treated the students using an indirect corrective feedback strategy, the researcher held a posttest. the data shown in the post-test is the lowest value of 75 and the highest value of 94. in the controlled class of students’ pretest scores and post-test scores, the lowest score in the pre-test was 50, and the highest score was 70. after the researcher gave teaching without using an indirect corrective feedback strategy, the researcher gave a posttest. in the data shown in the post-test, the lowest value is 60, and the highest value is 74. 3) normality test a normality test was conducted before calculating the t-test. this aims to determine whether the data from the two classes have a normal distribution or not. researchers used kolmogorov-smirnov and shapiro-wilk to 51 test for normality. spss 20 was used to analyze the data. table 3; table of normality tests of normality kelas kolmogorovsmirnova shapiro-wilk statistic df sig. statistic df sig. hasil belajar experimental group .099 25 .200* .963 25 .473 control group .105 25 .200* .965 25 .521 the data above shows that pre-test scores from the experimental and control groups were in a normal distribution. the result of the pre-test score from the experimental group was sig 0,200 were, higher than the level of significance 0,005 (0,200>0,05), and the result from the pre-test score of the control group was sig 0,200 were higher than the level of significance 0,005 (0,200>0,05). it showed that both groups’ pre-test scores were in a normal distribution. 4) homogenity test after doing the normality test, the researcher did the homogeneity test to test the similarity of the sample in both classes. the researcher used the levene statistic test to calculate the homogeneity test. table 4; table of homogeneity levene statistic df1 df2 sig. writing based on mean 1.125 1 48 .294 based on median .975 1 48 .328 based on median and with adjusted df .975 1 45.620 .329 based on trimmed mean 1.073 1 48 .305 based on the output above, it is known the value of sig. the mean for the problemsolving ability variable is 0.294 because of the importance of sig. 0.294 > 0.05, it can be concluded that the variance of the problemsolving ability data on the control and experiment was homogeneous. 5) testing hypothesis after getting the data, the researcher input the data using the spss program between the experimental group, which brought the treatment using an indirect corrective feedback strategy in recount text. the control group got the treatment by only being treated with explanations about recounting writing characteristics. the researcher analyzed, compared the mean of two groups, and then chose independent sample t-test. 52 table 5; group statistics group statistics kelas n mean std. deviation std. error mean score experimental group 25 83.5200 5.30817 1.06163 control group 25 64.7200 4.27707 .85541 table 6; independent sample t-test levene’s test for equality of variances t-test for equality of means f sig. t df sig. 2taile d) mean differ ence std. error differe nce 95% confidence interval of the difference lowe r uppe r writing equal variances assumed equal variances not assumed 1.125 .294 13.78 9 48 .000 18.80 0,00 1.3633 8 16.058 7 4 21.54 126 13.78 9 45.9 2 3 .000 18.80 0,00 1.3633 8 16.055 5 4 21.54 446 from the table above, it can be seen that the result of the mean experimental group was 83.5200 and the control group 64.7200. it showed that the practical class gained a higher mean than the control class. it was indicated that the treatment was working. however, independent t-test computation was conducted to see the significance of the mean difference. the t-test was calculated to find out the comparison from two means between the experimental group and the control group. from the table above, the value of sig (2-tailed) was 0,000in critical value for 5% level = 0,05. the significance value was less than 5% or (0,000<0,05). so, the null hypothesis is rejected, and the alternative hypothesis is accepted. it can be concluded that there is enough evidence to conclude that the use of indirect corrective feedback in recount text is better than only treating with explanations about the characteristic of recount writing in student’s writing skills in the eighth grade of mts al ibrohimi manyar gresik. v. discussion this research was carried out to look at the effectiveness of the indirect corrective feedback strategy on students’ written tests in recount text in class viii mts al ibrohimi mnayar gresik. in this case, the researcher uses a quasi-experimental research design which consists of 2 groups, namely the experimental group and the control group, by giving pre-test and post-test to the two classes. further research by mei rahmawati s (2019) entitled direct and indirect corrective feedback on efl students writing skill: a case study in a junior high school bandung. this study investigates the impact of direct corrective feedback and 53 indirect corrective feedback and which feedback is better to improve efl students writing skills. statistical analysis revealed that indirect corrective feedback was more effective than direct corrective feedback in improving students writing skills researcher gave a pre-test to measure how well the students were before being given treatment in the experimental class. after being given treatment using an indirect corrective feedback strategy, the researcher, in the final stage, gave a post-test to see the students’ results after being given treatment. the student’s learning outcomes in this class are in the pre-test having an average of 57,8 and in the post-test having an average of 83,52 in the control class, the researcher gave a pre-test and a post-test. the difference was when the treatment was given. in the treatment, the control class was not given an indirect corrective feedback strategy learning in this class is when the pre-test gets an average of 58,84, and the post-test receives 64,72. in giving pre-test and post-test for both classes, the researcher gave the same test and the same theme. as previously stated, the researcher used an independent sample ttest. the t-test was used to examine the significant difference in the scores achieved by the two groups. data analysis shows that the sign. value (2-tailed) is 0.000 < 0.05. so, ho (null hypothesis) is rejected, and ha ( alternative hypothesis) is accepted. it can be concluded that the indirect corrective feedback strategy is effective in writing students in recount text. vi. conclusion based on the findings, it was concluded that using the indirect corrective feedback strategy for the study in class viii mts al ibrohimi in the experimental class and the control class, there was a significant difference between the two. class viii g (experimental class), who was given indirect corrective feedback strategy teaching, got a higher average score than class viii f (control class). this can be seen from the data with statistical hypothetical significance levels calculated using spss version 20 shows that the average value of the experimental class after being taught using the indirect corrective feedback strategy was higher than the control class, which was not given the confident treatment. therefore, the teacher’s indirect corrective feedback significantly improved students’ recount text writing skills. 54 vii. references astuti, a. p. 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(2020). the effect of online gamification learning on students’ motivation and students’ writing descriptive text. jeet, journal of english education and technology, 1(04), 256–266. nakamura, s. (2016). insights from studies on written corrective feedback: implications for language pedagogy. reflections, 22, 89–102. seiffedin, a. h., & el-sakka, s. m. f. (2017). the impact of direct-indirect corrective e-feedback on efl students’ writing accuracy. theory and practice in language studies, 7(3), 166. sharples, m. (2002). how we write: writing as creative design. routledge. truscott, j. (1996). the case against grammar correction in l2 writing classes. language learning, 46(2), 327– 369. 1 journal of english education and technology vol. 01 no. 01, march 2020, pp. 119 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) the effect of project-based learning on students’ vocabulary achievement at second grade of islamic junior high school mufidah kholis1, imam nur aziz2 students of institut keislaman abdullah faqih gresik1 english language department, faculty of tarbiyah, institut keislaman abdullah faqih gresik2 mufidahkholis@gmail.com1, imamnuraziz@gmail.com2 abstract this article aims to find out the empirical evidence of enriching students’ vocabulary through project-based learning (pjbl). project-based learning (project based learning) is a learning method that uses projects as the core of learning. this is an innovative learning method that involves project work where students work independently in constructing their learning and culminating in real products. the researcher uses experiments and samples are students of the second grade of junior high in sugihwaras bojonegoro. the result shows that the pretest average of the experimental group is 2.100. the post-test average of the experimental group is 2.500. the obtained t-test is 15, 20, whereas the t-table is 2, 02 for a = 5%. the t-test score is higher than the t-table (15, 20> 2, 02). it means that ha is accepted while ho is rejected. since the t-test score was higher than the t-table, that can include project-based learning were an effective model in enriching students’ vocabulary of english learning process at the second grade of islamic junior high in sugihwaras bojonegoro. keywords: english vocabulary, project-based learning i. introduction learning vocabulary as one of the basic communication tools is often considered by language learners as the most difficult field in language learning (çelik & toptaş, 2010). many researchers (coady & huckin, 1997; derakhshan & khatir, 2015; feng & webb, 2019; grabe & stoller, 2018; mokhtar, rawian, yahaya, abdullah, & mohamed, 2017; peters, heynen, & puimege, 2016; tosun, 2015) considered a good knowledge of vocabulary to be crucial for http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:mufidahkholis@gmail.com mailto:imamnuraziz@gmail.com 2 communicative competence. indeed, in order to understand the meaning of different kinds of english sentences and passages, it is important to have excellent and huge vocabulary storage (nelson, dole, hosp, & hosp, 2015). (maftoon, hamidi, & sarem, 2015; tozcu & coady, 2004) acquires adequate knowledge of vocabulary is one of the significant issues which enhance reading comprehension. because of the efficient strategy to enhance students’ vocabulary competence can be an identification of efficient language learning strategies (llss) followed by training the learners how to utilize them effectively. when we learn a language, there are four skills that we need for complete communication (reed, petscher, & foorman, 2016). communicative competence includes linguistic competence which students can achieve by having the abilities in grammar and vocabulary (vaca torres & rodríguez gómez, 2017). besides, that english learners must comprehend the vocabulary component. further, teaching and learning will improve success if students' vocabulary supported by some factors as a method that is used in teaching english competence. in this research, the writer’s attention focused on vocabulary as one of the english language components. there is no doubt that vocabulary plays a significant role in foreign language learning. adequate knowledge of words is a prerequisite for effective language use. learners whose vocabulary is below a specific threshold level struggle to decode the essential elements of a text, which makes it hard for them to develop any higher-level understanding of the context. vocabulary is an essential component of all uses language (aziz & dewi, 2019). furthermore, (kim, 2016) explain that vocabularies are components of language proficiency and provide much of the basis for how well learners learn a language. without an extensive vocabulary strategy for acquiring new vocabulary, learners often achieve less than their potential and maybe discouraged from making use of language learning opportunities around them such listening to the radio, listening to the native speakers, using the language in different contexts, reading, or watching television. this study aims to share versatile teaching methods suitable for teaching english (project-based, problem-based learning, and “just-in-time” teaching) are taught in the teaching process. in problembased learning, students are confronted with an open-ended, real-world problem and work in teams to identify learning needs and 3 develop a viable solution, with instructors acting as facilitators rather than primary sources of information. problem-based learning is not a secure teaching method to implement. it requires considerable subject expertise and flexibility on the part of instructors, who may be forced out of their areas of expertise (fasihuddin & skinner, 2015). project-based learning begins with an assignment to carry out one or more tasks that lead to the production of the final product design, a model, a device or a computer simulation and is very suitable for engineering education. the culmination of the project is usually a written report summarizing the procedure used to produce the product and presenting the outcome. project-based learning is one of the methods recommended to be used. projectbased learning refers to a method allowing students to design, plan, and carry out an extended project that produces a publicly exhibited output such as a product, publication, or presentation (hugerat, 2016). through pbl, the learners are engaged in purposeful communication to complete authentic activities (project-work), so that they have the opportunity to use the language in a relatively natural context. project-based learning focuses on students’ vocabulary while constructing personally meaningful artifacts (vaca torres & rodríguez gómez, 2017), the tone of a classroom may change. it is uncomfortable for the students and the teacher. different students will be researching different topics, so the role of the teacher, as well as the role of the student, may change. it's important to begin slowly. one experienced teacher with twenty-five years under her belt suggests her comfort zone would include two projects rather than a continuous series of projectbased science units (prince & felder, 2006). the class time it is necessitated by projectbased learning forces the discussion. overall, the research on project based learning reports positive outcomes related to student learning in the areas of content knowledge, collaborative skills, engagement and motivation, and critical thinking and problem-solving skills. there are five criteria to define project-based learning; projects are central, not peripheral to the curriculum, projects are focused on questions or problems that ‘drive’ students to encounter and struggle with the central concepts and principals of the discipline, projects involve students in a constructive investigation, projects are student-driven to some 4 significant degree, and projects are realistic, not school-like (prince & felder, 2006). project-based learning has several positive effects on student content knowledge. compared to traditional classes, students in project-based learning classes performed better on assessments of content knowledge also reported that had a positive effect on specific groups of students. for example, students with average to low verbal ability and students with little previous content knowledge learned more in project classes than in traditional classes. for instance, students working on a geometry project linked to architecture and design utilized measurement skills. project-based learning is one of the methods recommended to be used. ii. literature review a. understanding of language vocabulary generally, vocabulary can be defined as a list of words with their meanings, especially at the back of a book used for teaching a foreign language. vocabulary is an essential component of all uses language (lin, liu, sun, wong, & yeung, 2017). in other words, vocabulary is always related to the words and dictionary. there are some definitions of vocabulary by some experts. as taken from wikipedia, vocabulary refers to all the words known and used by a particular person. it usually grows and evolves with age, and serves as a useful and fundamental tool for communication and acquiring knowledge. a similar statement the term of vocabulary refers to a list or set of words for a particular language or a list or set of words that individual speakers of language might use (treiman, decker, & kessler, 2019; wang, teng, & chen, 2015). it means that there are more than one words used by the speaker of a specific language. vocabulary also refers to a group of words used by a person as a means of communication (wang et al., 2015). furthermore, vocabulary is the total number of words that have been mastered by students to produce a language in communication. vocabulary cannot be separated from the language; it is an essential part of the language because it is a component of language that maintains all of the information about the meaning and using a word in the language (marx et al., 2015). it means that vocabulary is a vital part of the language, without vocabulary the language cannot be used to maintain all information in language. vocabulary can be defined as sound that expresses a meaning and forms an 5 independent unit in a language. it can be said that vocabulary is the smallest unit of speech that processes individuals meaning to speak and can be used to interact with one another and vocabulary can be said as a group of words on specific languages as a part of teaching-learning in a foreign language. b. project-based learning project-based learning has a long history. as far back as the early 1900s, john dewey supported "learning by doing" (ulrich, 2016). students learn best by doing, not by having information "poured" into their heads. they would demonstrate their knowledge through creativity and collaboration. students should be provided with opportunities to think from themselves and articulate their thoughts. this sentiment is also reflected in constructivism and constructionism. constructivism is a learning theory of how student constructs knowledge from experience, which is unique to each individual (anthony, 1996; duffy & jonassen, 2013; perkins, 1991). through interacting with their environment, conducting investigations, conversations or activities, an individual constructs new knowledge on his/ her prior knowledge, and thus each individual's knowledge construction is different. project-based learning is a studentdriven, teacher-facilitated approach to learning (thomas, 2000). learners pursue knowledge by asking questions that have piqued their natural curiosity. the genesis of project is an inquiry. students develop a question and are guided through research under the teacher’s supervision. discoveries are illustrated by creating a project to share with a select audience. organizers support systematization of the processes that will be implemented throughout the research and project phases of project-based learning. student choice is a key element of this approach. teachers oversee each step of the process and approve each choice before the student embarks in a direction. children with similar inquiries may elect to work cooperatively, thereby nurturing twentyfirst-century collaboration and communication skills and honoring students’ learning styles or preferences. project-based learning is not a supplementary activity to support learning. it is the basis of the curriculum. most projects include reading, writing, and mathematics by nature. many inquiries are science-based or originate from current 6 social problems. the outcome of project based learning is greater understanding of a topic, deeper learning, higher-level reading, and increased motivation to learn. project is a key strategy for creating independent thinkers and learners. children solve realworld problems by designing their inquiries, planning their learning, organizing their research, and implementing a multitude of learning strategies. students flourish under this child-driven, motivating approach to learning and gain valuable skills that will build a strong foundation for their future in our global economy (bell, 2010; erdogan & bozeman, 2015). project-based learning is a studentcentered in which students learn about subject materials through the experience of problem-solving by using specific terms. problem-based learning is quickly complicated by the use of specific terms that have a variety of definitions and understandings in broader literature (savery, 2015). project-based learning is not a new instructional approach, but it now has new respectability and an ever-growing number of proponents. overall, the research on project-based learning reports positive outcomes related to student learning in the areas of content knowledge, collaborative skills, engagement and motivation, and critical thinking and problem-solving skills. this summary utilizes learning there are five criteria to define project-based learning in are central, not peripheral to the curriculum”;(b) “projects are project-based: (a) “projects questions or problems that ‘drive-students to encounter (and struggle with) the central concepts and principals of the discipline”;(c) “projects involve students in a constructive investigation”;(d) “projects are student-driven to some significant degree”; and (e) “projects are realistic, not school-like (savery, 2015)”. iii. method the researcher used pre-experimental, which is conducted without a controlling group. the one-group pretest and posttest design usually involves three steps: administering a pretest measuring the dependent variable, applying the experimental treatment x to the subjects, and administering a post-test, again measuring the dependent variable a. participants students who carry out this activity are second-grade students as many as 36 students which consists of male and female students. 7 b. instrument the researcher needs to make a plan in preparation or instrument commonly. grating instrument preparation showed a link between the variables studied with data sources from which the data be retrieved, the method used and the instruments are arranged. test item consists of two forms, namely questions about the pre-test and post-test. at the pre-test, the question does not require a grating instrument, while for the matter post-test grating instrument is needed. based on the instrument are made, researchers can measure that project-based learning can enrich students' vocabulary in the english learning process. students should be able to understand and answer a question from text. if connecting with the collecting data, the researcher uses: 1. the instrument of a test is t-test as follow pre-test and post-test 2. the instrument of the questionnaire method is questionnaire scale likert 3. the instrument of documentation method is a book documentation iv. result and discussion the first item validity analysis is to know the index validity of the test. try out tests were conducted for viii k of mts mambaus sholihin. class viii k consisted of 36 respondents. they were given a try out using the instrument that will be used in the experiment class. the following is the interpretation of the tryout test to find out the validity and reliability of the instrument. a. validity is obtained that from 25 test items; 20 test items are valid and 5 test items, which are invalid because the computation result of their rxy value is lower than their r table value. the following is the example of item validity computation for item number 5 and for the other items would use the same formula. formula: n = 22 ∑y = 389 ∑xy = 353 ∑x2 = 19 ∑x = 19 ∑y2 = 7363 rxy n∑xy−(∑x)(∑y) √{n∑x 2 −(∑x2)}{n∑y2−(∑y 2 )} criteria: the item is valid if rxy > rtable 8 rxy (22 x 353)−(19)(389) √{(22 x 19)−(192)}{(22 x 7363)−(389 2 )} = 0, 481 because of rxy > rtable , so item number 5 is valid. b. reliability of the tryout test it is to find out whether a test has a higher critical score and give the stability or consistency of the test scores or not. from the computation of reliability of the try out instruments, it was obtained 0.783, for α 5 % with n = 22 it was obtained 0.423.thus, the value resulted from computation is higher than its critical value. it could be concluded that the instruments that were used in this research were reliable. the complete analysis and the computation as follow: before computing the reliability, the writer had to compute varian (s2) with the formula below: n = 22 ∑ y = 389 ∑ y2 = 7363 ∑ pq = 5,492 s2 = ∑ y 2− (∑ y ) n 2 n s2 = 7363 − (389 ) 22 2 22 s2 = 7363−6878 22 s2 = 485 22 s2 = 22, 05 the computation of the varian (s2) is 20, 72. after finding the varian (s2) the writer computed the reliability of the test as follows: 𝑟11 = ( 𝑛 𝑛−1 ) ( 𝑆−∑𝑝𝑞 𝑆2 ) 𝑟11 = ( 25 22 − 1 ) ( 22,05 − 5,492 22,05 ) r11 = 1,04 ( 16,56 22,05 ) = 0,782 the result shows that 0,782 is more than 0,423, it’s meant that the items of instrument were valid. a. discriminating power of try out test the discrimination power of an item indicated the extent to which the item 9 discriminated between the tests, separating the more able tests from the less able. to do this analysis, the number of try-out subjects was divided into two groups, upper and lower groups d = ba j a − bb j b =pa − pb 0, 00 < dp ≤ 0, 20: less 0, 20 < dp ≤ 0, 40: enough 0, 41 < dp ≤ 0, 70: good 0, 71 < dp ≤ 1, 00: excellent. below is the example of the computation discriminating power on item number 5. ba = 11 bb = 8 ja = 11 jb = 11 d = 11 11 − 11 8 =0, 27 the result obtained d = 0, 27 because of the result is between 0,210,40. so the item number 15 is enough. b. difficulty level of try out test the following is the computation of the level difficulty for item number 5 and for the other items would use the same formula. criteria: 0.00 ≤ p< 0.30 is difficult 0.30 ≤ p< 0.70 is sufficient 0.70 ≤ p< 1.00 is easy calculation b = 11 = 8 = 19 js = 22 p = b js p = 19 22 p = 0, 86 because of the result is between 0, 70 – 1,00, so the item number is easy. the second analysis represents the result of the pre-test and post-test that was done both in the experimental and control group. this analysis will answer the research question “does project-based learning model enrich students’ vocabulary in second grade of junior high school of darul huda sugihwaras bojonegoro” we can conclude 10 project based learning is sufficient when the result of posttest of the experimental class has significant differences or the assumption that class is equal is not fulfilled. based on the result of viii students in the experimental group, before they were taught students vocabulary through projectbased learning, it found that the maximum score was 80 and the minimal score is 35. 1) the data of value pre-test and posttest student in students vocabulary. this data procurable from result pre and posttest value vocabulary through projectbased learning in the english learning process of typescript last. table 1 tabulating the result of pre-test and posttest no name pretest postest 1 aq 45 60 2 ar 50 60 3 af 55 70 4 by 50 65 5 c 50 60 6 df 45 60 7 dr 45 60 8 fo 35 55 9 fa 45 60 10 fk 55 65 11 gm 50 60 12 hyk 70 70 13 hi 60 85 14 ims 55 65 15 i 60 75 16 inr 65 80 17 jas 60 80 18 maq 70 75 19 mbm 75 90 20 mb 50 65 21 mra 55 60 22 msa 70 70 23 mmbp 55 65 34 ms 50 70 25 nfs 75 80 26 pl 55 65 27 pbp 60 85 28 ris 40 55 29 ra 60 70 30 ssfa 40 65 31 vsk 60 70 32 vs 80 95 33 za 60 75 34 lf 50 60 35 afa 60 80 36 ak 70 75 table (4.1) shows that there is a significant effect size of each item and the total degree of test, which means the projectbased strategy had a large effect and improved the english of the experimental group. consequently, it can be assured that the project-based strategy had a significant effect on learning english among second grade of junior high school. consequently, the null hypothesis was rejected. the data analysis form contents from research, with the data analysis that be intended to born or “t” test propriety on 11 hypotheses have forward is for try propriety about does project-based learning model enrich students vocabulary typescript in english learning process at second-grade students of mts darul huda sugihwaras bojonegoro. a. the data lacked b. the result of value pre-test and post-test c. alternative hypotheses (ha) that try building on research problems that explain as the following: does the project-based learning model enrich students’ vocabulary in the english learning process. d. null hypotheses (ho), not the project-based learning model, enrich students’ vocabulary in the english learning process. e. for the forward “t” test hypotheses as already forward, so the writer uses analysis statistics “t” test with table extrapolation the following: table 2 tabulating the result of the data experimental class no pretest posttest gain (d) posttest and pretest d2 1 45 60 +15 225 2 50 60 +10 100 3 55 70 +15 225 4 50 65 +15 225 5 50 60 +10 100 6 45 60 +15 225 7 45 60 +15 225 8 35 55 +20 400 9 45 60 +15 225 10 55 65 +10 100 11 50 60 +10 100 12 70 70 13 60 85 +25 625 14 55 65 +10 100 15 60 75 +15 225 16 65 80 +15 17 60 80 +20 400 18 70 75 +5 25 19 75 90 +15 225 20 50 65 +15 225 21 55 60 +5 25 22 70 70 23 55 65 +10 100 24 50 70 +20 400 25 75 80 +5 25 26 55 65 +10 100 27 60 85 +25 625 28 40 55 +15 225 29 60 70 +10 100 30 40 65 +15 225 31 60 70 +10 100 32 80 95 +15 225 33 60 75 +15 225 34 50 60 +10 100 35 60 80 +20 400 36 70 75 +5 25 n = 36 x1 = 2100 x2 = 2500 md = ∑d = 460 d2 = 6775 12 the table shows the result pre-test and post-test and finding the gain in the experimental class — the total of students in second grade in mts. darul huda is 36. the total of prê-test in the experimental class is 2100 and the total score of the post-test is 2500. the finding between pre-test and posttest (md) is 460, and the next total (d2) is 6775. from the explanation above, it can be concluded that the total of pre-test and posttest scores were improving. so, data analysis of pre-test and posttest experimental class. in this research, the researcher analysis the data based on the result of the test. md = ∑d = 460 36 = 12, 77 ∑x2d = ∑d2 ─ (∑𝑑)2 𝑁 = 6775 ─ (460)2 36 = 6775 ─ 211600 36 = 6775 ─ 5877, 77 = 897, 23 t = 12,77 √ 897,23 1260 = 12,77 √0,71 = 12,77 0,84 = 15, 20 the result of the research shows that the experimental class has a mean value of 2.100 in the pre-test. meanwhile, the post-test (the students who are taught using project-based learning) has a mean value of 2.500. it can be said that the student's vocabulary of the post-test is higher than the pre-test. based on the t-test analysis that was done, it was found that the t-score (15,20) was higher than t-table by using 5% alpha of significance (2,02) and t-table by using 1% alpha of significance (2,71). since score t > table t , it proved that there was a significant difference between the improvement of students vocabulary that was given a new treatment (using projectbased learning) and the improvement of 13 students vocabulary that was given a usual treatment. since the obtained t-score was higher than the critical score on the table, the difference was statistical significance. therefore, based on the computation there was a significant difference in the vocabulary of students achievement scores between students were taught using project-based learning model and those were taught without using project-based learning for the second-grade students of mts darul huda sugihwaras bojonegoro. so it can be said that using project-based learning is effective to improve students’ vocabulary, and so the action hypothesis is accepted. analysis questionnaire in this analysis, the researcher gives a questionnaire about students’ vocabulary. the researcher takes all of the respondents from the second grade of junior high school darul huda and the total all of this is 36 students as criteria 30 questionnaire with the follows 15 for variable x and 15 to variable y. the questionnaire has three alternative answers. 1. a with score 3 2. b with score 2 3. c with score 1 to know clearly about the result of analysis questionnaire the researcher gives the data as follows: table 4. 3 the score of students values of variable x total score x no 1 2 3 4 5 6 7 8 9 10 1 3 3 3 3 3 3 3 3 3 3 39 2 2 2 3 3 3 3 3 1 3 3 33 3 3 2 3 3 3 1 3 3 3 2 34 4 3 2 3 2 3 3 2 3 3 3 27 5 3 3 3 3 3 3 2 2 2 3 36 6 3 3 2 2 3 3 3 2 1 3 35 7 3 3 3 3 3 2 3 3 3 3 30 8 3 3 3 3 3 3 3 3 3 3 34 9 3 3 1 1 3 3 2 3 3 3 31 10 3 3 3 3 3 3 3 2 3 3 30 11 3 3 3 3 3 3 3 3 3 3 37 12 3 3 3 3 2 2 3 3 3 3 35 13 3 3 3 3 2 2 2 3 3 1 35 14 3 3 3 3 3 3 3 3 3 3 39 15 3 2 2 3 3 3 2 3 3 2 37 16 3 3 3 3 3 3 3 3 3 3 41 17 2 2 2 2 3 3 3 3 3 3 42 18 3 3 3 3 3 3 3 3 3 3 42 19 3 3 3 3 3 3 2 2 3 3 42 20 3 3 3 3 3 3 3 3 3 3 37 21 3 3 3 3 3 3 3 3 2 2 40 22 3 3 3 3 2 3 3 3 3 3 39 23 3 3 3 3 3 3 3 3 3 3 41 14 24 3 3 3 3 3 3 3 3 3 3 40 25 3 2 3 3 3 3 3 3 3 3 45 26 2 3 3 3 3 3 2 1 3 3 41 27 3 3 3 3 3 3 3 3 3 3 40 28 3 2 2 2 2 2 3 3 3 3 45 29 2 3 3 3 2 3 3 3 3 3 40 30 3 3 3 3 3 3 2 2 3 3 40 31 3 3 3 3 3 3 3 3 3 3 38 32 3 3 3 3 3 3 2 3 3 3 39 33 2 3 3 3 3 3 3 3 2 2 45 34 3 3 3 3 3 3 3 3 3 3 39 35 2 2 2 3 3 3 3 3 3 3 45 36 3 3 1 2 2 2 2 2 2 3 33 1366 based on the resulting questionnaire of students vocabulary that students vocabulary of student second grade of mts. darul huda is good enough. table 4 the score of students values of variable y total score y no 1 2 3 4 5 6 7 8 9 10 1 2 1 1 3 1 2 2 1 3 3 33 2 3 3 3 3 3 3 3 3 3 3 45 3 3 3 3 3 3 3 3 3 3 3 45 4 3 3 3 3 3 3 3 2 3 3 43 5 3 3 3 3 3 3 3 3 3 3 44 6 3 3 3 3 3 3 3 3 3 3 45 7 3 3 3 3 3 3 2 3 3 3 43 8 3 3 3 3 3 3 3 3 3 3 45 9 3 3 3 3 3 3 2 3 3 3 45 10 3 3 3 3 1 3 3 3 3 3 42 11 3 3 3 3 3 3 3 3 3 3 42 12 3 3 3 3 3 3 1 3 3 3 42 13 3 3 3 3 3 3 3 3 3 3 43 14 3 3 3 3 3 3 3 3 3 3 44 15 3 3 3 3 3 3 3 3 3 3 45 16 3 3 3 3 2 3 1 3 3 3 41 17 3 3 3 3 3 3 1 3 3 3 42 18 3 3 3 3 3 3 1 3 3 3 42 19 3 3 3 3 3 3 3 3 3 3 45 20 3 3 3 3 3 3 3 3 3 3 45 21 3 3 3 3 3 3 3 3 3 3 44 22 3 3 3 3 3 3 3 3 3 3 43 23 3 3 3 3 3 3 3 3 3 3 43 24 3 3 3 3 3 3 1 3 3 3 43 25 3 3 3 3 3 3 3 3 3 3 45 26 3 3 3 3 3 3 3 3 3 3 42 27 3 3 3 3 3 3 3 3 3 3 45 28 3 3 3 3 3 3 3 2 1 3 35 29 3 3 3 3 3 3 3 3 3 3 45 30 3 3 3 3 3 3 3 3 3 3 45 31 3 3 3 3 3 3 3 3 3 3 45 32 3 3 3 3 3 3 3 3 3 3 45 33 3 3 3 3 3 3 3 3 3 3 45 34 3 3 3 3 3 3 3 3 3 3 45 35 3 3 3 3 3 3 3 3 3 3 45 36 3 3 3 3 3 3 3 3 3 3 45 1560 based on the result of the questionnaire the researcher got the result of the effectiveness of project-based learning in the english learning process. further, the result of the questionnaire is good enough. the table shows the result variable x and variable y and in the experimental class. the total of students in second grade in mts. 15 darul huda is 36. the total of the questionnaire in the experimental class is 30 and the total score of variable x is1366 and variable y is 1560. the finding between variable x and variable y is 460, and the next steps is finds x2 and y2 table 5 result of variable x and y no. studen t variable x variable y 1 39 33 2 33 45 3 34 45 4 27 45 5 36 44 6 35 45 7 30 43 8 34 45 9 31 43 10 30 42 11 37 42 12 35 42 13 35 43 14 39 44 15 37 45 16 41 41 17 42 42 18 42 42 19 42 45 20 37 45 21 40 44 22 39 43 23 41 45 24 40 42 25 45 45 26 41 35 27 40 45 28 45 45 29 40 45 30 40 45 31 38 45 32 39 45 33 45 45 34 39 45 35 45 45 36 33 45 1366 1560 table 6 result product moment no x y x2 y2 xy 1 39 33 1521 1089 1287 2 33 45 1089 2025 1485 3 34 45 1156 2025 1530 4 27 45 729 1849 1161 5 36 44 1296 1936 1584 6 35 45 1225 2025 1575 7 30 43 900 1849 1290 8 34 45 1156 2025 2530 9 31 43 9651 1849 1333 10 30 42 900 1764 1260 11 37 42 1369 1764 1554 12 35 42 1225 1764 1470 13 35 43 1225 1849 1505 14 39 44 1521 1936 1716 15 37 45 1369 2025 1665 16 41 41 1681 1681 1681 17 42 42 1764 1764 1764 18 42 42 1764 1764 1764 19 42 45 1764 2025 1890 20 37 45 1369 2025 1665 21 40 44 1600 1936 1760 22 39 43 1521 1849 1677 16 23 41 45 1681 1936 1804 24 40 42 1600 1849 1720 25 45 45 2025 2025 2025 26 41 35 1681 1764 1722 27 40 45 1600 2025 1800 28 45 45 2025 1225 1575 29 40 45 1600 2025 1800 30 40 45 1600 2025 1800 31 38 45 1444 2025 1710 32 39 45 1521 2025 1755 33 45 45 2025 2025 2025 34 39 45 1521 2025 1755 35 45 45 2025 2025 2025 36 33 45 1089 2025 1485 1366 1560 60247 53542 67842 n = 36 ∑x = 1560 ∑y = 1366 ∑x2 = 53542 ∑y2 = 67842 ∑xy = 60247 to know the effectiveness of project based learning in students vocabulary, so the researcher conducts with the rxy product moment as follows: rxy r (∑x)─(∑ x)(∑ y) √{n(∑x) 2 ─(∑x 2 )}{(n(∑y 2 ) − (∑y 2 )} rxy 38(60247)─(1366)(1560) √(36(53542─(1366 2 )}{(36(67842)─(1560 2 )} rxy = 2168892─2130960 rxy = 37932 73230858 rxy = 0,5179 after to know the total rxy is 0, 5179 further, the last steps are testing rxy that the questionnaire is significant or not significant as formula 5% and 1%. based on the score rxy the researcher conduct 36 students of the second grade of mts darul huda. a number of n is 36 respondents by table rxy product moment is 0,5179. score r-table is 0,304 for 5%, and the value of r above is 0,5179 from the result of the questionnaire the researcher include that questionnaire with 1% is 0, 424. a further result of calculating the table r more significant than the result of the productmoment. overal thus, the hypothesis in students' vocabulary is invalid and the result of the hypothesis of project-based learning is valid. the collection of values r is 0,579 located 17 between 0, 40 – 0,599. so the researcher includes that method analysis can use with enough interpretation. the rxy result (0,5179) shows that there was a significant effect size for 5% and 1% in students' vocabulary. this means that the performance of the students improved significantly as they mastered the vocabulary. this means that students gained suitable abilities to start and finish the vocabularies as they developed their interest and motivation to share in the presentation of the project. moreover, they evaluated each other's projects through vocabulary. consequently, the null hypothesis was rejected. v. conclusion based on the finding and discussion in the previous chapter, it could be concluded that the use of project-based learning to enrich students’ vocabulary in the english learning process is very effective. the results of the data analysis are: 1. the average score of experimental (the students who were taught by projectbased learning) was 2.100 for the pretest and 2.500 for the post-test. moreover, the average score of questionnaires ( between variable x and y) was 1.366 for the variable x and 1.560 for the variable y. the researcher includes that project based learning is enriched students' vocabulary in students a second grade of junior high school mts. darul huda sugihwaras bojonegoro. 2. project-based learning is useful in enriching students’ vocabulary at second grade of mts. darul huda sugihwaras bojonegoro. the obtained score of the ttest proved it. the 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(2015). using ipad to facilitate english vocabulary learning. international journal of information and education technology, 5(2), 100–104. 185 journal of english education and technology vol. 01 no. 03, october 2020, pp. 185-203 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) developing a supplementary english grammar material using grammartranslation method for higher students luthfiana nur arifah 1, m. luthfi abdillah2 students of institut keislaman abdullah faqih gresik1 english language department, faculty of tarbiyah, institut keislaman abdullah faqih gresik2 lutfiananurarifah@gmail.com1, abdillahlutfi.inkafa@gmail.com2 abstract this research is aimed to develop a supplementary english grammar material for d intensive students at inkafa gresik. the researcher used educational research and development, and the procedures are: (1) need analysis. (2) planning. (3) developing material. (4) evaluating material. (5) try-out, the product was tried out to the students. (6) revising. (7) final product. the product consisted of nine chapters. every chapter consists of three stages; they are warming-up, lesson proper, and evaluation. the second stage (experience appropriate) consists of three sub-stage. those three sub-stages are grammar area, vocabularies area, and reading area. the result of expert validation of the book from the expert showed that the product was categorized as useful. thus, it can be concluded that the outcome of this research has been appropriated for d intensive students keywords: grammar-translation method, supplementary materials, d intensive students. http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:lutfiananurarifah@gmail.com1 mailto:abdillahlutfi.inkafa@gmail.com 186 i. introduction the english language has been the common language of the world for decades (mahu, 2012). the global era makes english very significant in terms of communication among countries in the world (elmayantie, 2015). beside it, english is used nearly 85% of the reference book in science, english also plays an important role in the field of education. for example, many kinds of textbooks, journals, and other materials of knowledge and science have been published in this language. mastering english is important for everyone to face this global era (aziz & dewi, 2019a). mastering english also gives many advantages to people. as stated by bialystok and hakuta that knowledge of more than one language makes us more sensitive to linguistic, social, cognitive, and communicative elements that might not be aware of otherwise (stein-smith, 2017). kathleen also stated that knowledge and use of other languages had been linked to personal benefits such as the ability to enjoy literature and film in the original language, to enjoy travel and the other. in indonesia, to prepare its people facing the impacts of the global era, the english subject is taught from elementary school level up to the university level. but it is unlike in its neighboring countries –such as singapore, hongkong, and malaysia, where english is widely spoken as a second languageenglish in indonesia is more likely to taught and learned only as a foreign language (sulistiyo, 2016). it means that english is taught only in the class, not a second language that is spoken in daily activities. but, teaching and learning in indonesia have not well enough. as stated by kirkpatrick, that teaching english in indonesian schools and colleges has been less than satisfactory during the last few decades. and lie reported a sense of ‘failure’ in tefl in indonesia. she stated that, although english is taught and used as a foreign language in indonesia. there have been many years of english instruction in formal schooling; the outcomes are unsatisfactory (aziz & dewi, 2019a). according to sulistiyo, one of the factors that may influence the success of efl teaching in indonesia is teaching focus. and we will get the teaching focus in the lesson plan. the lesson plan is a written description for this process, where the materials, the method, the time and place of education as well as methods for evaluating the students are described in detail (jamali nasari & heidari, 2014). it means that the success of the teaching and learning process depends on the lesson plan. beside it, coppola also stated that the lesson plan is the main foundation of institutional structure, and it is the core of education. and teaching focus of english at the university level for nonenglish department students is on reading 187 skills. so, the emphasis on teaching is on english grammar and vocabulary. in mastering grammar skills, many students feel difficult and confuse, so they are not motivated to learn, and they do not get the target language (aziz & dewi, 2019b). hence the target language is so important; consequently, a teacher should teach the students by using a method that can be used to achieve the target (prastyo, 2015). not only that, but it also needs good supplementary material to support the learning process and to support the students’ understanding. mcgrath stated that supplementary materials have some advantages because they are not bound by the curriculum, and they can complete the existing teaching materials to supplement the coursebook (andina, 2016). d grade of intensive class at inkafa, the teaching focus is on reading skills that the emphasis of teaching is on grammar and vocabulary. usually, the students use the handbook of reading. that book is not only about the text, but it also includes vocabulary material and grammar material. grammar is also important because it can help the students to organize and build the meaning of the sentence. usually, at first, the teacher tells the students to read the text and to translate it. then, the students are explained the grammar material that related to the text. so the grammar is implicated in the text. based on the researcher's observation in the class, some indications show low motivation and interesting to learn the grammar. it may be caused by the method, and the book that is used is monotone and boring, and the material that is included by the students’ handbook is so little. it is not clear enough and difficult to be understood. so, the students can not get the learning and teaching target. the grammar-translation method is one of the most effective methods that focusing on reading and translating the sentences, which demonstrates grammatical rules to acquire english as a second language (aqel, 2013). the purpose of this method is to build learners to be able to read literature written in the target language by learning about the grammar rules and vocabulary of the target language. so, it needs to develop supplementary english grammar material for pba intensive students based on a suitable method. in developing supplementary grammar material, the grammar translation method is a good and suitable method to be an instructional method in solving the problem. because as stated by larsen-freeman, the purpose of the grammar-translation method was to help students read and understand foreign language literature (mart, 2013)”. the research problem is how to develop a supplementary english grammar material based on a book under the title reading for 188 islamic studies for students of d intensive class at inkafa gresik. the objective of the development is to develop supplementary english grammar material using the grammar-translation method for students of d intensive class of inkafa gresik. this material expected to make the students to be easier in understanding grammar material and to help them in the teaching and learning process until the outcome of it is as be hoped. ii. literature review a. understanding supplementary materials supplementary materials refer to materials taken to another source or any other material that is designed for learning purposes (aziz, 2019). supplementary materials also are anything that the teacher used to facilitate language learners (green & laduke, 2009). supplementary is some materials taken to another source to help the students in their understanding. and supplementary material usually is used in material development. material development is whatever that is done to provide input; it is done so the principled ways related to language can be effectively (tomlinson, 2011). it might write textbooks, tell stories, and the other. he explains that there are many principles of second language acquisition relevant to the development of materials for the teaching of language. 1). materials should achieve impact, 2). materials should help learners; 3). materials should help learners to develop confidence. 4). what is taught should be perceived by learners as relevant and useful, 5). materials should require and facilitate learner self-investment, etc. it means that material is not only information, but it has principles that have to be achieved to be good material. b. understanding of teaching grammar grammar is one of the significant factors for learning english (rahman, 2012). most english learners study grammar in their english subjects. teaching grammar in context positively affects learners’ competence to use grammatical structures accurately in language skills. it is useful for learners to see how language works in sentences or paragraphs. grammar is the formal study of the structure of a language and describes how words fit together in meaningful construction. harmer also defines that grammar is a description of how words can change and combined into sentences in that language (harmer, 2007). it defines that grammar is a study about the structure of words in the sentence. grammar is essential to be taught because it affects students’ performance in all four skills –listening, speaking, reading, and writing. students are expected to comprehend written or spoken english; they must know the system rule grammar of a target since grammar is a tool for making meaning. statements above clear enough for us to show the importance of learning grammar 189 because grammar is basic to learn the language. someone will not get the target to learn a language without learning grammar. how can someone use the language, and they do not know the structure of it? how can someone conduct the meaning by using language, and he/she does not see the form should be using? c. grammar-translation method grammar translation method that is also well-known by gtm is very traditional. gtm is one of the most effective ways that are focusing on reading and translating the sentences which demonstrate grammatical rules to acquire english as a second language (aqel, 2013). it was first introduced in germany, especially in prussia. hence it was also called the prussian method. it also was named the traditional way since it was first used in the teaching of the conventional language. gtm was the earliest language teaching method to be formalized and dominated language teaching from the 1840s to the 1880s (mwanza, 2017). gtm is a language teaching method that built learners to be able to read literature written in the language target. it provides students with good mental exercise, which helps develop the students. gtm is a way of studying language first through a detailed analysis of its grammar rules, followed by the application of this knowledge to the task of translating sentences and texts into and out of the target language. therefore gtm is to make language learning more comfortable and the central feature is the replacement of traditional documents by exemplary sentences. on the other hand, it also proposes the target language to be able to read literature written in the target language. the principal characteristics of the grammar-translation method are: a. the goal is to learn a language to read the literature's intellectual development that results from foreign language study. b. reading and writing are the primary focus; little or no systematic attention is paid to speaking or listening. c. vocabulary selection based solely on the reading text used. d. the sentence is the fundamental unit of teaching and language practice. e. accuracy is emphasized. f. grammar is taught deductively –that is, by presentation and study of grammar rules, which are then practiced through translation exercises. g. the students; native language is the medium of instruction. it explains new items and to enable comparison to be made between the foreign language and the students’ native language. iii. method this research used educational research and development design (r&d). r&d is a research design aimed at developing educational products, like curriculum, syllabus, textbooks, 190 instructional media, modules, assessment instruments, etc. the process of this research refers to the system that proposed based on (latief, 2010). however, the order has been adopted by the researcher to meet the condition of the research. 1. need analysis the first step that has to be done by the researcher needs analysis. the purpose of the needs analysis is to gather information about learners’ needs and learning needs. the data were analyzed as the basis for developing english learning materials for the pba intensive class of inkafa. based on the surveys, the researcher can conclude that students need supplementary english grammar material. they need a book that includes more articles, more examples, and more exercises about grammar. they also need a book that can make them interested in learning grammar. so, the researcher wants to use the grammar-translation method in developing english grammar material. because according to the researcher, it suits the students’ needs in their learning. beside it, the researcher also gives the interview to the teacher. the interview questions for the teacher include some aspects, and they are the goal, wants, input, materials, lacks, and necessities. this interview is given to the teacher to analyze the target needs of the students and to get as much information and suggestion as needed in developing supplementary english grammar material. based on the interview, the researcher can get information that it needs to establish supplementary english grammar material to solve the problem of the learning-teaching process. another result of the interview also said that the grammartranslation method could be a method in solving the problem and suitable for the needs. 2. planning in this stage, the coarse grid or the syllabus was developed based on the students’ needs analysis questionnaire. there were seven components in the course grid that were taken from hutchinson and waters. those were unit, basic competence, indicators, learning materials, learning activities, time allocation, and teaching kits. the goal of it is to be a guideline in developing the content. 3. developing material step 1 need analysis step 3 developing material step 2 lanning step 4 evaluating material step 5 tryout step 7 final product step 6 revising 191 the next step is developing material. by this step, the content is developed based on the syllabus that was made before. beside it, the supplementary english grammar material using the grammar-translation method is developed based on the students’ needs and interest in learning english. there were nine chapters to be developed. in every section, there are for about three stages, and it consists of 6 tasks. the design of the part is shown in the table below: table 1: the outline of contents of the students’ book 4. evaluating material the materials were reviewed by an expert to assess the appropriateness of the materials. their process of assessment uses expert judgment questionnaire. there is two expert validation, and they are expert of content and expert of design. this evaluating material is to get the quality of content and design until the product is good enough to be implicated to the students. and after getting it, the product is revised based on the result of expert validation. 5. try-out when the product has been reviewed according to the experts, the product is tried out. the product is tried out in the class and then revised based on the result of the tryout. by this step, the researcher also gives the second questionnaire about students’ views of the product. all of these are to get more feedbacks for product revision. 6. revising then, the next step is reviewing. the result of try-out was analyzed and then used as the basis to rewrite the final draft of the materials. these revisions were based on the analysis of students’ opinions about the product. 7. final product after considering the material appropriate english learning materials for the class, the last step is publishing the final product. the product must be a set of educational products that are ready to support classroom instruction. it must be suitable for students’ needs and the syllabus. iv. result 1. the result of first questionnaire question number 1 was aimed to find information about students’ background knowledge. and the result showed that most chapter… introduction of the chapter indicator a. warming-up b. lesson proper ➢ grammar area • grammar material • analysis examples ➢ vocabulary area • read aloud • find indonesian • vocabulary practice • exercise ➢ reading area • read the text • translate the text • exercise c. evaluation 192 students have been learning english since elementary school. from this, we can conclude that english is familiar enough for them since their childhood. the questions were aimed to know the students’ opinions about learning english. the result showed that most of the students advise that learning english is exciting and they like it. but on the other hand, some students also said that english is not impressive and they dislike it. it means not all students feel english is remarkable. from this, the researcher feels that it needs to make them interested in english. the way is by adding interesting material and learning processes according to their want. 2. target needs target needs to cover several essential distinctions, which include necessities, lacks, and wants. the questions were aimed to know students’ need for learning grammar and their need for supplementary material. most of them said that they need to learn grammar. they also really need a supplementary english grammar material to be their handbook in learning grammar. based on the result, the researcher felt that it is nee to develop supplementary english grammar material. 59% of students found difficulties in implicating the grammar material in the example. so, the researcher decided to give some exercise in the developed material in the order they can involve it. beside it, the produced equipment is also completed by texts until the students can involve the grammar in the version for their better achievement in their reading skills. 3. learning needs the question was aimed to know students’ opinions about their previous material. 59% of students said that the material topic is interesting enough for them. it helped the researcher in choosing the reference for the developed materials book’s theme. the questions are to know students’ previous knowledge. it is essential to develop the students’ understanding. the result said that most students feel that the material used in the class can enhance and can provide their experience. by seeing that, the researcher can conclude that students need the more appropriate equipment to improve their understanding. 4. procedure based on the result of the question above, 53 % of students want to have learning grammar activity of practicing a formula that has been taught. then, the researcher developed a supplementary english grammar material completed by related exercises and texts to be a media in practicing the grammar formula. 5. setting the question was aimed to know students’ favorite class arrangements in doing the task. the result said most of them prefer to do the text in a small group. and another said that they prefer to do the 193 version individually. so, the researcher developed the english grammar material based on gtm. cause, this method can give that two ways of doing tasks. 6. teacher’s role from the result of the question, it can be concluded that the role of the teacher, according to students, is giving more examples and explanations. by giving more examples, students can be more comfortable in understanding the material. by seeing the result, the researcher decided to develop supplementary grammar material with a lot of examples and explanations. the question was to know the teacher’s role as the problem solver for the students in the learning process. but the fact that showed by the result said that 70% of students would solve their problem by asking their friends. it showed that the students more convinced of their friends than the teacher. 7. students’ role the question is now the students’ role in the class. in the teaching and learning process, the students were asked to involve in activity learning. based on the result, we can conclude that most of the students will discuss the problem together with their friends. 8. the result of the interview the interview guideline developed for the english lecturer of d intensive class was designed after designing a need analysis for the students. there ten questions for the lecturer. the questions aimed to get information about the teaching technique, the source of the materials, and the teachers’ opinion about the grammar-translation method. from the script above, it can be concluded that the students need supplementary english grammar material. it caused the book used in the class before it was not available yet. the supplementary grammar material is based on the grammartranslation method. it will help them to understand the grammar material and practice it to the text. so, they can r: what do you think about english teaching and learning for non-english students in university? t: english teaching and learning is so important in university, although it is for non-english students. r: what material that you give to students in the class? t: i give grammar material to them. it is so important especially for them who are non-english students. cause, most of them is beginner in learning english. r: remembering they are non-english students, what ability they would like to gain? t: they would lie to gain reading skill. it is important for them to get more information for their academic. remembering most of text, references, and news in this era are by english language. r: what difficulty that you face in the class? t: most of students can’t practice the materials that have been taught before. r: what media that used in the class? t: i used the book entitled reading for islamic studies. r: beside the used book, it is necessary to give a supplementary material? t: yes, it is so necessary. because the material included in the book is unclear. r: what do you think about a supplementary english grammar material based on grammar-translation method? t: i think it is a good idea. good, because it can help the students in learning grammar material and practice it to the text. remembering that is the goal of teaching learning english for non-english students in university. 194 comprehend the text well, remembering that reading is a goal of learning english for nonenglish students in the university. 9. planning after doing need analysis of students, the next step for the researcher is planning the developing material. the developed material is written based on the result of the need analysis and the result of the interview. the supplementary english grammar material book consisted of nine chapters. the development of this book is based on the grammar-translation method. each of the chapters has different topics. those were ‘prophet muhammad,’ ‘allah the god,’ ‘allah knows everything,’’ faith,’ ‘the quran,’ ‘books of allah,’ ‘the angels,’ ‘life after death, and the last is ‘an approach to study religion.’ the objectives of the lessons were to make the students able to comprehend grammar well and to comprehend english text well. after deciding the objective of lessons, then the indicators were listed in detail in every chapter. besides consisted of nine chapters, the book has three stages in every chapter. the first stage is warming-up; this is to know students' background knowledge about grammar. the second stage is the lesson proper. this stage consists of three substages, and they are the grammar area, vocabulary area, and reading area. in the first substage, grammar explanation was given. the second sub-stage is about giving a list of vocabularies that related to the text. and the last sub-stage, namely reading area, is about where the students can implicate the grammar to translate and comprehend the text. the third stage is the evaluation that evaluates students’ understanding of the material v. discussion the description of the developing supplementary grammar material based on the grammar-translation method: a. development 1. chapter 1 “prophet muhammad” this chapter consists of 12 activities. the activities are divided into three main stages. the first stage is called the warming-up. it consists of two activities to stimulate the students’ background knowledge. the activities in this unit are about studying the following example and then analyzing the sentences. the second stage is, namely, lesson proper. it consists of three sub-stages. the first is the grammar area. it consists of four activities. the first activity is to study the explanation about the grammar material. the next activity is studying the given example of the material above. and then, the activity is exercised. the next sub-stage is the vocabularies area that consists of two activities. the activities are about memorizing vocabulary and making an example. the third substage is a reading area that consists of three activities. the first activity is reading and translating the given 195 text. the second and last activity is exercised. the final stage is the evaluation. it consists of one activity. it is about showing students’ experiences in learning. it aimed to know students' understanding after learning. 2. chapter ii “allah the god” this chapter consists of 12 activities. the activities are divided into three main stages. the first stage is called the warming-up. it consists of two activities to stimulate the students’ background knowledge. the activities in this unit are about studying the following example and then analyzing the sentences. the second stage is, namely, lesson proper. it consists of three sub-stage. the first is the grammar area. it consists of four activities. the first activity is to study the explanation about the grammar material. the next activity is studying the given example of the material above. and then, the activity is exercised. the next sub-stage is the vocabularies area that consists of two activities. the activities are about memorizing vocabulary and making an example. the third substage is a reading area that consists of three activities. the first activity is reading and translating the given text. the second and last activity is exercised. the final stage is the evaluation. it consists of one activity. it is about showing students’ experiences in learning. it aimed to know students' understanding after learning. 3. chapter iii “allah knows everything” this chapter consists of 10 activities. the activities are divided into three main stages. the first stage is called the warmingup. it consists of two activities to stimulate the students’ background knowledge. the activities in this unit are about studying the following example and then analyzing the sentences. the second stage is, namely, lesson proper. it consists of three sub-stages. the first is the grammar area. it consists of three activities. the first activity is to study the explanation about the grammar material. the next activity is studying the given example of the material above. and then, the activity is exercise. the next sub-stage is the vocabularies area that consists of an activity. the activity is about memorizing related vocabulary. the third substage is a reading area that consists of three activities. the first activity is reading and translating the given text. the second and last activity is exercised. the final stage is the evaluation. it consists of one activity. it is about showing students’ experiences in learning. it aimed to know students' understanding after learning. 4. chapter iv “faith” this chapter consist of 11 activities. the activities are divided into three main stages. the first stage is called the warming-up. it 196 consists of two activities to stimulate the students’ background knowledge. the activities in this unit are about studying the following example and then analyzing the sentences. the second stage is the lesson proper. it consist of three sub-stage. the first is the grammar area. it consists of four activities. the first activity is to study the explanation about the grammar material. the next activity is studying the given example of the material above. and then, the activity is exercised. the next sub-stage is the vocabularies area that consists of one activity. the activity is about memorizing vocabulary and making an example. the third substage is the reading area that consists of three activities. the first activity is reading and translating the given text. the second and last activities are exercises. the final stage is the evaluation. it consists of one activity. it is about showing students’ experiences in learning. it aimed to know students' understanding after learning. 5. chapter v “the quran” this chapter consists of 11 activities. the activities are divided into three main stages. the first stage is called the warming-up. it consists of two activities to stimulate the students’ background knowledge. the activities in this unit are about studying the following example and then analyzing the sentences. the second stage is the lesson proper. it consists of three sub-stages. the first is the grammar area. it consists of four activities. the first activity is to study the explanation about the grammar material. the next activity is studying the given example of the material above. and then, the activity is exercised. the next sub-stage is the vocabularies area that consists of one activity. the activity is about memorizing vocabulary and making an example. the third substage is a reading area that consists of three activities. the first activity is reading and translating the given text. the second and last activities are exercises.the final stage is the evaluation. it consists of one activity. it is about showing students’ experiences in learning. it aimed to know students' understanding after learning. 6. chapter vi “books of allah” this chapter consists of 10 activities. the activities are divided into three main stages. the first stage is called the warmingup. it consists of two activities to stimulate the students’ background knowledge. the activities in this unit are about studying the following example and then analyzing the sentences. the second stage is, namely, lesson proper. it consists of three sub-stages. the first is the grammar area. it consists of three activities. the first activity is to study the explanation about the grammar material. the next activity is studying the given 197 example of the material above. and then, the activity is exercise. the next sub-stage is the vocabularies area that consists of an activity. the activity is about memorizing related vocabulary. the third substage is a reading area that consists of three activities. the first activity is reading and translating the given text. the second and last activity is exercised. the final stage is the evaluation. it consists of one activity. it is about showing students’ experiences in learning. it aimed to know students' understanding after learning. 7. chapter vii “the angels” this chapter consists of 11 activities. the activities are divided into three main stages. the first stage is called the warming-up. it consists of two activities to stimulate the students’ background knowledge. the activities in this unit are about studying the following example and then analyzing the sentences. the second stage is the lesson proper. it consists of three sub-stages. the first is the grammar area. it consists of four activities. the first activity is to study the explanation about the grammar material. the next activity is studying the given example of the material above. and then, the activity is exercised. the next sub-stage is the vocabularies area that consists of one activity. the activity is about memorizing vocabulary and making an example. the third substage is a reading area that consists of three activities. the first activity is reading and translating the given text. the second and last activities are exercises.the final stage is the evaluation. it consists of one activity. it is about showing students’ experiences in learning. it aimed to know students' understanding after learning. 8. chapter viii “life after death” this chapter consists of 10 activities. the activities are divided into three main stages. the first stage is called the warmingup. it consists of two activities to stimulate the students’ background knowledge. the activities in this unit are about studying the following example and then analyzing the sentences. the second stage is, namely, lesson proper. it consists of three sub-stage. the first is the grammar area. it consists of three activities. the first activity is to study the explanation about the grammar material. the next activity is studying the given example of the material above. and then, the activity is exercise. the next sub-stage is the vocabularies area that consists of an activity. the activity is about memorizing related vocabulary. the third substage is a reading area that consists of three activities. the first activity is reading and translating the given text. the second and last activities are exercises. the final stage is the evaluation. it consists of one activity. it is about showing students’ experiences in learning. it aimed to 198 know students' understanding after learning. 9. chapter ix “an approach to study religion” this chapter consists of 10 activities. the activities are divided into three main stages. the first stage is called the warmingup. it consists of two activities to stimulate the students’ background knowledge. the activities in this unit are about studying the following example and then analyzing the sentences. the second stage is, namely, lesson proper. it consists of three sub-stages. the first is the grammar area. it consists of three activities. the first activity is to study the explanation about the grammar material. the next activity is studying the given example of the material above. and then, the activity is exercise. the next sub-stage is the vocabularies area that consists of an activity. the activity is about memorizing related vocabulary. the third substage is a reading area that consists of three activities. the first activity is reading and translating the given text. the second and last activities are exercises. the final stage is the evaluation. it consists of one activity. it is about showing students’ experiences in learning. it aimed to know students' understanding after learning. b. evaluating material after the materials were developed, the next step is evaluating material. the developed materials were evaluated by an expert to assess the appropriateness of the materials. there are two aspects to evaluate. they are experts of content and expert of design. the expert judgment is by giving the question to the expert judgment. the result of the expert judgment is shown as follows: table 2 the result of developed materials’ content appropriateness judgment no compo nent criteria gra ding good ade quat e po or 1 organi zation of the materia l ➢ the organizatio n of the materials in the form of text and activities are appropriate √ 2 instruc tional objecti ves ➢ the instructiona l objectives are clear ➢ the instructiona l are state appropriatel y ➢ the instructiona l objective is ordered appropriatel y √ 199 3 text ➢ the text can develop the reading material ➢ the version can be exploited into communicat ive tasks ➢ the number of text in each unit is sufficient √ 4 vocabu lary compre hensio n ➢ the selection of vocabularies for the target learners ➢ the units cover sufficient activities related to the vocabulary used √ 5 gramm ar review ➢ the grammar review is relevant to the text ➢ the grammar review is appropriate to the given context ➢ the grammar review gives √ clear and proper examples 6 activiti es ➢ the activities are appropriate to the given context ➢ the activities integrated knowledge and target language ➢ the activities can interestingl y trigger the student’s motivation √ 7 instruc tion ➢ the content of the instruction is clear, understanda ble and appropriate √ 8 exampl e ➢ the example is clear and appropriate ➢ the concept can be easily √ 200 understood through the example used ➢ reading text are good examples for understandi ng the concept 9 covera ge ➢ the coverage of materials are relevant to the student’s need and interest √ the suggestion and comment from the expert are the books is good enough. but for the needs of academic purposes, it also needs to do a writing exercise. cause, the works of academic people at university are reading and writing. based on that, the researcher added the writing exercise for the students. table 3 the result of developed material’s design appropriateness judgment no compon ent criteria grading good ade qua te poor 1. cover design ➢ the cover is interes ting √ √ ➢ the typing is welltyped, neat, and regular ➢ the font is reliable in term of the choice and size 2. spacing ➢ the spacin g is approp riate and consist ent √ 3. layout ➢ the layout is clear attracti ve √ based on the result, the design of the book is good enough. but there are some suggestions and comments from the expert. the expert said that it needs to revise the fonts of book opening, concludes introduction, preface, book map, direction, and table of contents. based on the comment and suggestion, the researcher revises the fonts of its. 201 c. try-out the try-out was conducted on sunday, 21st april 2019sunday, 5th may 2019. first, students are ordered to doing activities in warming-up. then, grammar materials are given by the presentation of the teacher. students can ask the teacher about the equipment that has not been understood. after studying the materials, the students are told to do some related exercises to know how far the students understand the contents. the practices may be individual tasks or small group tasks. the next process is students are told to memorize the related vocabularies. after trying-out the developed material, the researcher gave the second questionnaire to know what they feel about the advanced content. the result shows that most of the students said that the developed material is excellent. 88% said that the cover and topic is attractive, the explanation is clear, and they like the book. 94% of them said that the book is exciting and can help them in learning grammar. moreover, it completed with the examples that can help them in understanding material. d. revising the next step in this research is editing. the book is written through the result of the try-out. from the result of the try-out, it can be known that, according to the students, the book is excellent and exciting to be their handbook in studying english. the cover is impressive and also the content. the explanation of the book is clear and easy to be understood. the exercises are not too difficult and not too easy for them. the book can enhance their knowledge of english. so, it means that the book does not need to be revised based on the result of the try-out. because the book is appropriate and suitable for students’ needs to get the target of the teaching and learning process. e. final product in this section, the researcher presents the final product of this research. the outcomes were based on the result of the students’ needs. when the product was done, the issue was validated by an expert on validation. there are two items to be approved, and they are a validation of the material and validation of design. from that validation, the researcher revises the product based on the experts’ suggestions and comments. when the product is considered as an appropriate english learning material for the students and suitable for students’ needs, the final product is published. the product is a set of educational products that are ready to support classroom instruction. vi. conclusion from the development process, it has produced a supplementary english grammar material using the grammar-translation method for d intensive students. the 202 development book includes the introduction and contents. the introduction contains the front cover, foreword, preface, direction, book map, and table of contents. the contents of the book include nine chapters with their title. every section contains three stages, and they are warming-up, lesson proper, and evaluation. warming-up consists of some activities to build up students’ background knowledge of the material. experience appropriate contains three substages, and they are grammar area, vocabulary area, and reading area. in the first substage, grammar explanation was given. the second sub-stage is about providing a list of vocabularies that related to the text. and the last sub-stage, namely reading area, is about where the students can implicate the grammar to translate and comprehend the text. evaluation is about some questions that evaluate students’ understanding of the material. it orders to build up students' awareness of how far they understand the stuff. vii. references andina, s. b. (2016). designing supplementary materials to introduce grammar use for writing descriptive and recount texts by using comics to eight grade students. sanata dharma university. aqel, i. m. (2013). the effect of using grammar-translation method on acquiring english as a foreign language. international journal of asian social science, 3(12), 2469–2476. aziz, i. n. (2019). developing english reading book for college students of inkafa based on monitoring strategy. jalie; journal of applied linguistics and islamic education, 2(2), 279–304. https://doi.org/http://dx.doi.org/10.3375 4/jalie.v2i2.183 aziz, i. n., & dewi, y. a. s. (2019a). the concept of language environment: a descriptive study at madrasah aliah keagamaan gresik. edukasi: jurnal pendidikan islam, 7(2), 1–23. aziz, i. n., & dewi, y. a. s. (2019b). the implementation of contextual teaching and learning on english grammar competence. alsuna: journal of arabic and english language, 2(2), 67–95. https://doi.org/oi.org/10.31538 elmayantie, c. (2015). the use of grammar translation method in teaching english. journal on english as a foreign language (jefl), 5(2), 125–132. green, j., & laduke, j. (2009). supplementary material for pioneering women in american mathematics: the pre-1940 phd’s. american mathematical society. harmer, j. (2007). the practice of english language teaching. harlow: pearson longman,. jamali nasari, a., & heidari, m. (2014). the important role of lesson plan on educational achievement of iranian efl teachers’ attitudes. international journal of foreign language teaching and research, 2(5), 27–34. latief, a. a. (2010). research methods on language learning an introduction (2nd ed.). malang: universitas negeri malang (um) press. mahu, d.-p. 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(2017). the multilingual advantage: foreign language as a social skill in a globalized world. international journal of humanities and social science, 7(3). sulistiyo, u. (2016). learning english as a foreign language in an indonesian university: a study of non-english department students’ preferred activities inside and outside the classroom. indonesian journal of english teaching, 5(1), 1–26. tomlinson, b. (2011). materials development in language teaching. cambridge university press. 267 journal of english education and technology vol. 01 no. 04, january 2021, pp. 267 290 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) improving speaking skills through pro-voc method by students’ self-efficacy at pesantren mambaus sholihin saadatuddaroini institut keislaman abdullah faqih gresik saadatuddaroini306@gmail.com abstract this study aims to increase students' feeling of being able to speak english. so the researcher tries to build students' confidence about their ability in speaking english by forming knowledge of pronunciation and vocabulary. the researcher used classroom action research with three instruments: observation, questionnaire and speaking assignment. the results showed that the pro-voc method can improve students' self-efficacy in terms of speaking. there was a significant improvement in the results of the primary and final tests in the first and second cycles. the students' mean score of the primaty test was 41.36, in the first cycle it was 50.30 and 73.64 in the second cycle. based on students' improvement in their achievement, it corresponds to their increase in feeling capable. it is proven by the results of the questionnaire that the average percentage of the student self-efficacy scale in the previous study was 46.36%, 64.55% in the first cycle and 73.37% in the second cycle. keywords: the pro-voc method, self-efficacy, speaking i. introduction i always feel nervous when speaking english. i wonder why i can’t speak english very well. i feel that english is so difficult to study. both its written and sound is so different. i feel bad in my mind. my english appears not good enough; i can’t express it very well. but i know that i need to be able to speak english. (quoted from the transcripts of this study) such statements usually come from foreign language learners and are too familiar to the foreign language teachers. it indicates an essential problem that the majority of students face in learning a foreign language, especially in http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:saadatuddaroini306@gmail.com 268 speaking a foreign language. many learners express their inability to speak a foreign language because they don’t know how to face this problem. these learners are good at learning. people tend to have a different way to be able to speak english. there are not only encouragements but also barriers that make people want to express their ideas in english. particularly in indonesia, although english is learned since elementary school, people do not commonly communicate with english in a community. some people may feel hesitant to talk english ahead of people who do not use it. on the opposite hand, some others have their encouragement, so that they are willing to speak english (anggia, 2013). almost half of the students are in medium to very low self-efficacy in speaking english. other research explained that the level of self-efficacy is two; they are high self-efficacy and low self-efficacy (bandura, 1997). rahil states there is 51.1 per cent of the students have high self-efficacy, and 48.9 per cent were of low self-efficacy in the english language (mahyuddin et al., 2006). according to bandura, efficacy beliefs will vary reckoning on the subsequent seven factors: (a) assessment of subsisting capabilities, (b) perceived difficulty of the task, (c) amount of effort required, (d) amount of external aid required, (e) circumstance in which the tasks are performed, (f) temporal patterns of successes and failures, (g) the way experiences are organized and reconstructed (bandura, 1925). it is different from anggia’s finding in her research that the most influential factors are the environment. both parent and peers are having an essential role in influencing student self-efficacy. “it was found that families and peers became influential factors to improve students’ self-efficacy in speaking english (anggia, 2013). parents’ support such gives the students verbal compliments on their ability in speaking english become more proposed to motivate them in learning a foreign language. in line with parents, peers also have an essential role in improving students’ self-efficacy. four students with very high and high selfefficacy showed that they were more confident to speak english since they often communicated in english with their friends (bandura, 1997). it means that student of efl (english as a foreign language) need a partner or rival to practice their english. social strategies mainly concern interaction with other people, so these strategies were found more popular with esl learners, who had much more opportunity to use the language or have access to the native speakers than efl learners (li, 2010). as efl learner, peers become more influence in language learning achievement. in their daily, they spend time to talk with their peers more than others. their opportunity to practice english is based on how large their environment supports them (aziz & dewi, 2019). as in mamba’us sholihin, which is a bilingual environment, students have more opportunity to practice speaking english. in their daily, the role forces them from 269 communicating with each other in english. the environment supports them to use their english. properly, all the students are capable of speaking english. not all students speak english. some students are hesitant in speaking english. there are some barriers or problems they encounter in speaking english. they are lousy pronunciation and lack of vocabularies. it belongs to internal factors that influence students’ self-efficacy. both pronunciation and vocabulary are sub-skill that constructs students’ speaking skill. gilakjani states in his journal that pronunciation has a positive effect on language learning and learners can gain the skills for effective communication in english (gilakjani & ahmadi, 2011). as children learn, their first language needs to know letter by letter to construct a word and word by name to build a sentence. so do learners of efl, they need to know how to spell letter by letter to pronounce complete words. vocabularies are central to english language teaching because, without sufficient dictionary, students cannot understand and express their ideas (aziz & dewi, 2019). it is a reason why students should construct their vocabulary knowledge. teaching-learning pronunciation in mambaus sholihin course is usually separated from other sub-skill, so does teaching learning vocabulary which is taught separately in out of course time. for teachinglearning pronunciation, it is being shown in about three meetings. it seems that teachinglearning pronunciation is lesson practising. as a result, the students sometimes are challenging to read these phonetic symbols in a word. while in vocabulary, the students are being drilled every night before going to sleep. there is no requirement or punishment to memorise the vocabulary. this activity makes sure that the student recalls the vocabulary well. it is less on giving an effect on enriching students’ vocabulary mastery. this research is purposed to solve the problem faced by the students in ma mamba’us sholihin female gresik. this research focuses on constructing a working class in overcoming students’ difficulty in speaking, which is expected can help the students to get the problem-solving in improving self-efficacy. therefore, making the right solution by using the pro-voc method to overcome students’ low selfefficacy in speaking english will be appropriate with the students need. ii. literature review a. understanding of self-efficacy self-efficacy refers to the judgments of the personal capability to organise and execute the courses of action that required to attain designated types of performances (bandura, 1997). bandura states that selfefficacy is beliefs in one's capacity to perform towards a given goal (bandura, 1997) , namely, the individual’s perception plays a crucial role in how they can achieve in certain tasks. to be more specific, self-efficacy saves as influential actions in learning motivation and performance. besides, learner’s self-efficacy 270 influences their motivation and learning performance. self-efficacy beliefs the foundation of human motivation, well-being, and personal accomplishment. unless people believe that their actions can produce the outcomes their desire, they need little incentive to act or to persevere within the face of difficulties (bandura, 2010). a strong sense of efficacy increase human accomplishment and well-being in many ways. people with high self-assurance in their capabilities approach the difficult task as challenges to be mastered rather than a threat to be avoided (bandura, 2010). people who have high self-efficacy face failure with sustained effort. individuals who feel efficacious are encouraged to work harder when they encounter difficulties than those who doubt their capabilities. in contrast, people who doubt their capabilities back from difficult tasks which they view as personal threats. they have low aspirations and little motivation to pursue the goals they choose. people who have a weak sense of efficacy may avoid for accomplishing a task. 1. the sources of self-efficacy people’s beliefs are about their efficacy which develops by four sources that influence the level of self-efficacy. the case for the contextual and meditational role of self-efficacy beliefs in human behaviour can be made by mastery experience, vicarious experience, social persuasions, and psychological state and indexes (pajares, 1996). a. mastery experience the most important source is the interpreted result of one’s past performance. individuals join in some activities, understand the consequences of their actions. they use their responses to develop self-beliefs about their capability to engage in the next events and act in concert with the views created. bandura states that the most effective ways of creating a strong sense of efficacy are through mastery experience (bandura, 1925). b. vicarious experience besides, to interpret the results of their actions, people form their self-efficacy beliefs through the vicarious experience provided by social models. seeing people similar to one succeed by sustained efforts raises observers’ self-beliefs that they possess the capabilities to master comparable activities required to achieve (bandura, 1925). c. social persuasions individuals are also creating and develop self-efficacy beliefs as a result of the social persuasions they receive from others. people who persuade verbally that they have capabilities to master given task are likely to have more significant effort than who have 271 self-doubt about their abilities. persuaders play an essential role in the development of an individual’s self-belief. d. psychological state the fourth way of modifying self-beliefs of efficacy is to reduce people stress reactions and alter their negative emotional proclivities and is interpretations of their physical state (bandura, 1925). people can measure their degree of confidence by the emotional state they experience as they contemplate an action. 2. efficacy-activated processes much research has been conducted on the four major psychological processes through which self-beliefs of efficacy affect human functioning. efficacy beliefs produce their effects through four major processes that usually operate in concert: cognitive, motivational, affective, and selection processes (bandura, 1925). a. cognitive process the most course of action is initially organised in thought. managing difficult tasks requires considerable effort and analytical thinking. people with high efficacy choose challenging goals for themselves and regulate the necessary energy to reach the goal and overcome impediments or threats. those who have a high sense of efficacy, visualise success scenarios that provide definite guides and supports for performance. those that doubt their efficacy imagine failure scenarios and waver on things which will get it wrong. people's efficacy shapes the types of anticipatory situations they construct and rehearse. bandura said that a significant function of thought is to enable people to predict events and to develop ways to control those that affect their lives (bandura, 1925). it requires a robust sense of efficacy to stay task-oriented within the face of pressing situational demands, failures and setbacks that have significant repercussions. indeed, when people are faced with the responsibilities of managing severe environmental requirements under taxing circumstances, those that are beset by selfdoubts about their efficacy become more and more erratic in their logical thinking, lower their aspirations and therefore the quality of their performance deteriorates. in contrast, those that maintain a resilient sense of efficacy set themselves challenging goals and use good logical thinking which pays off in performance accomplishments. b. motivational processes self-beliefs of efficacy plays an essential role within the self-regulation of motivation. most human motivation is cognitively generated. people motivate themselves and guide their actions anticipatorily by the exercise of forethought. 272 they form beliefs about what they'll do. they anticipate likely outcomes of planned activities. they set goals for themselves and plan courses of action designed to know valued futures. there are three different kinds of cognitive motivators around which different theories are built. they include causal attributions, outcome expectancies, and cognised goals(bandura, 1997). self-efficacy beliefs influence causal attributions. folks that regard themselves as highly efficacious attribute their failures to insufficient effort, people who consider themselves as inefficacious attribute their failures to low ability. causal attributions affect motivation, performance and affective reactions mainly through beliefs of self-efficacy. in expectancy-value theory, motivation is regulated by the expectation that a given course of behaviour will produce specific outcomes and also the value of these outcomes(bandura, 1997). but people act on their beliefs about what they'll do, similarly as on their feelings about the likely results of performance. a large body of evidence shows that explicit, challenging goals enhance and sustain motivation. goals operate primarily through self-influence processes instead of regulating motivation and action directly(bandura, 1997). motivation supported goal setting involves a cognitive comparison process. by making selfsatisfaction conditional on matching adopted goals, people give direction to their behaviour and establish incentives to continue their efforts until they fulfil their goals a. the pro-voc method the pro-voc method is the method that combines the teaching of pronunciation and vocabularies. the technique exploits the principle of categorisation by organising new vocabulary according to some aspect of the phonological form of a word, i.e., a sound (vowel or consonant) or other feature such as stress pattern (des langues, malmberg, nickel, & heidelberg, n.d.). in addition to the pronunciation focus, this method incorporates a vocabulary focus in the form of teaching new vocabulary items, collocations, sense relations, and so on. memory and social strategies are exploited through the use of several activities that promote deep processing and interaction between classroom agents. at the beginner or elementary level, the vocabulary focus is on frequent lexical items and concrete nouns; pronunciation aims at the teaching of the english vowel categories. at the intermediate level, vocabulary relates to countries, nationalities 273 and food and is combined with the learning of selected english consonant and the phenomenon of stress shift (des langues et al., n.d.). b. proficiency level in the pro-voc method beginner or elementary for the implementation of a new method at the beginner or elementary level, the teaching of vowel categories is based on the use of a coding system. it can involve the use of colours, proper names, animal, and so on. table 1.1: the colour-coding system once the coding system has been decided upon, any new vocabulary item introduced is categorised according to the colour (or proper name, animal, etc.) which contains the same vowel as the vocabulary item. for example, under green, which provides/i:/, common words such as tree, sheep, bean, cream, dream, peace etc. can be categorised. for the teaching of /ɪ/, vocabulary items such as pig, bin, fish, ship, pin, etc. can be categorized under the pink (des langues et al., n.d.). this system can facilitate the teaching and learning of pronunciation of new words, can provide opportunities for work on listening discrimination and production and can progressively lead from activities at the word level to events at the phrase level (des langues et al., n.d.). intermediate the material in the intermediate level is more complicated than at the elementary level. in the elementary level, the student learns pronunciation begins in a vowel sound, but in the medium, they learn consonant sound. so does the vocabulary. it can be related to countries, nationalities, and food. table 2.3: categorisation of vocabulary related to other phrases and collocations can be formed based on familiar and contrasting sounds. nationalities and food can be combined in phrases and collocations involving similar sounds such as chinese chopstick, japanese jam, british sugar, or different tones such as belgian chocolate, russian soup, lebanese courgette. 274 these formations also raise students’ awareness and practice the phenomenon of stress shift, thus including a suprasegmental aspect in pronunciation teaching iii. method the researcher observes the student of fourth level mamba’us sholihin by using classroom action research. action researchers tent to be working intentionally towards the implementation of ideas that lead to personal development, better professional practice, improvement in an institution, or contributing to the right order of society. table 1.2 the scheme of action research the setting and time of the research the study was conducted at mambaus sholihin in 20118/2019 academic year as the place of research. as the description, this muslim boarding school is located on jln. k.h. syafi’i no.07 suci manyar gresik. mambaus sholihin is one of pesantren in gresik which uses bilingual circumstance, both english and arabic. all of the students have to joint in it. the session is held in the morning for about 30 minutes, conducted for three months, and from mei to july. data and source of data there are two sources of data; they are primary and secondary data. quoting a primary source means quoting a writer’s ideas directly precisely as they appear in the original work where they were published. in contrast, citing a secondary reference means quoting a writer who has expressed the opinions of the original writer in his or her own words, and in doing so has interpreted and paraphrased (see below) the original writer. in other words, what you end up writing is two steps removed from the source. when you are reading a secondary source, you are not reading the actual words of the original author of those ideas but a ‘second-hand’ version, which may not necessarily reflect fairly and accurately the original text. as such, wherever possible, it is preferable to quote primary sources. if you do wish to cite a secondary reference, be sure to planning 1st cycle reflecting observin g implementi ng planning 2nd cycle reflecting observin g implementi ng ? 275 read the primary source on which it is based; that way you can be confident you are not misrepresenting the ideas of other scholars. the technique of data analysis there was two technique in analysing data, quantitative and qualitative. in the quantitative method of analysing data, the researcher uses the students’ previous mark (pre-test) and final test at the end of the cycle, the researcher, gave the students final-test to know whether the pro-voc method can improve the students’ selfefficacy. the result of the tests is analysed using descriptive statistics. it analyses the effect of the teaching and learning process to know the difference before and after the cycle. the procedure of analysed using descriptive statistics is as mean. the qualitative data will be analysed as long as collecting the data and after receiving data in a particular period. during the interview, the researcher will have been analyzed the answer of the interviewee. figure 1.3 the component of data analysing (flow model) iv. result and discussion based on the interview and questionnaire pre-cycle, the researcher realised that the students face some problems in speaking, they face difficulty how to pronoun a word in english. they don’t have high self-efficacy to give utterance in english. the lack of vocabularies is also being one of the factors that influence their self-efficacy in speaking. overall, the condition was identified as the answer to the questionnaire which was gained in preliminary research was mostly unsatisfying. the survey consisted of ten questions which indicate how much confidence they have to acknowledge their capability in speaking, by rating the degree of trust from 10 up to 50. ten-point suggested that the student was not confident at all, twenty-point to show very little of their belief, thirty points represent some confidence, forty points for much confidence and fifty points for complete confidence. table 1.5 students’ percentage of self-efficacy scale in speaking analysis 276 based on the percentage of their questionnaire answer, ten students got the upper 50%, and twelve students got under 50%. the highest point was 66% while the lowest score was 28% and the average of their point was 46.36%. according to the average of their point, the researcher concludes that most of the student set on low self-efficacy, only some student that is on high self-efficacy. it also supported with the data of their pronunciation and vocabulary score in the preliminary test. the researcher gave a test to the students by asking them to pronounce some word and mention the meaning of the word. there are five questions for both the pronunciation aspect or vocabulary. the correct answer is one point and zeroes for the wrong one. so, the total score of pronunciation and vocabulary is ten. table 1.6 students’ score for pronunciation and vocabullary test almost all the students are under 50, and only a few students are upper 50. the detail is that one student got 80, one student got 70, and one student got 60. there are seven students got 50, four students got 40, four students got 30, three students got 20 277 and one got 10. the average of their score is 41.36. table 1.7 the percentage of student score based on the result of questionnaire and students’ rating in the preliminary test, most of the students had difficulties in speaking. it can be seen from their average the score (4.1) and their average percentage of the questionnaire (46.3%). from the problem found in preliminary research, the researcher planned to apply the pro-voc method in english course to help the students to overcome the difficulties in speaking. analysis of first-cycle this cycle consists of four steps; they are planning, acting, observing, and reflecting. the measures will be itemized as follow: planning the first cycle was conducted on wednesday, 25 mei 2016. after identifying students’ difficulty in speaking lesson, the researcher had to prepare and design the lesson plan as guiding to teach students in the first cycle. the lesson plan was designed for three meetings. in the first meeting, the theme was about short and long vowel combined with daily vocabularies. for the second meeting, it was about diphthong and daily vocabulary. the last meeting was being taught consonants and daily vocabulary. the researcher made an observation guide to observe the students during the teaching-learning process. the items to be observed are teacher preparation, class management, media, feedback, and students’ attention, student active or enthusiastic. the next step is preparing the materials and choosing the media of instruction. the article of every meeting which has been mentioned before gave to the student in the form of blueprint. the teacher also used the whiteboard to help in drilling the students all the related vocabularies. acting the researcher greeted the students and checked students’ attendance. she gave stimulant to the students related to the pro-voc method. the teacher taught the 0 1 2 3 4 5 6 7 8 upper 50 5 4 3 under 3 series1 278 students used memory strategy, asking the students to repeat after her reading the phonetic symbol and the vocabulary more than once. then, she asked the students to mention vocabulary and its meaning, according to the phonetic symbol she had. the next step was production or feedback, asking the students to look for another vocabulary related to the phonetic symbol as much as possible. after having some minutes to search for dictionary, the students were divided into four groups. all the groups had to make a small circle and each group had 37 pieces of phonetic symbol cards. then, all the cards had to be divided into the member with the same number, and the last card had to be in the middle of the circle. the rule is that who finish the map for the first time is the winner, the score based on the rating of the winner. to complete the card, the student had to mention three vocabularies related to the last card in the middle of a circle and one vocabulary related to the dictionary which she put on the centre. the purpose of using this card is to persuade the students to remind or recall the vocabularies they had learned. observing the next phase is observation. in this phase, the researcher observed the class during the teaching-learning process. the view was done to know teaching-learning activity, teacher performance, and students’ participation. table 1.8 teacher’s score of observation in the first cycle no aspect score grade 1 2 3 4 5 1 teacher's lesson plan √ 4 2 apperception or motivation √ 4 3 teacher's explanation √ 4 4 teacher's management of class √ 5 5 media instruction √ 3 6 giving feedback √ 3 7 teacher's closure √ 3 total score 26 the score of teacher’s observation in the first cycle as follows: 𝐒𝐜𝐨𝐫𝐞 = 𝐓𝐨𝐭𝐚𝐥 𝐒𝐜𝐨𝐫𝐞 𝑴𝒂𝒙𝒊𝒎𝒂𝒍 𝑺𝒄𝒐𝒓𝒆 × 𝟏𝟎𝟎% = 𝟐𝟔 𝟑𝟓 × 𝟏𝟎𝟎% = 74.2% according to the result of observation, it shows the teacher activity when implementing the pro-voc method is fair with 74.2%. the teacher read the material clearly and the students repeated after her loudly. the teacher divided the students into some group to work effectively and asked the students to play the phonetic 279 symbol card to persuade the students to be active in the learning process. table 1.9 students’ score of observation in the first cycle no name code 1st day 2nd day 3rd day 1 a-1 10 9 9 2 a-2 5 5 6 3 a-3 10 9 10 4 a-4 5 5 7 5 a-5 8 9 7 6 a-6 7 7 5 7 a-7 8 10 7 8 a-8 9 8 9 9 a-9 10 8 9 10 a-10 9 10 8 11 a-11 9 10 10 12 a-12 7 7 7 13 a-13 5 7 10 14 a-14 9 8 9 15 a-15 6 6 5 16 a-16 6 5 6 17 a-17 10 10 10 18 a-18 8 8 8 19 a-19 7 7 8 20 a-20 7 5 5 21 a-21 5 6 5 22 a-22 8 9 8 the game, which was played by the students was designed to have the students participated actively. the entire student finished the card they had. the highest point was for who finished the map for the first time and so on up to the last one with 5 points as the score. the game helped the students to remind the vocabulary and practice more in reading the phonetic symbol. to measure the students’ achievement in speaking, the researcher did the speaking test. the students were ordered to speak in front of the class with a particular theme. the measurement of the speaking test score was based on hughes’s speaking measurement. according to hughes’s speaking measurement, there are our aspects of assessment to measure student speaking skill, and they are pronunciation aspect, grammar aspect, vocabulary and fluency aspect. in this research, the researcher used only three dimensions to measure student speaking skill; they are pronunciation, vocabulary and fluency element. table 1.10 students’ score of the final test in the first cycle 280 after calculating the students’ score, the researcher calculated the average score to measure the improvement of students’ score in every cycle. the average of students’ rating in the first cycle as follow: m = ∑ −𝑥 𝑛 = 1107 22 = 50.30 according to the data above, the researcher observed that the entire student participated on playing the game; it was easy for the researcher to monitor the students’ ability in reading phonetic symbol and recalling the vocabularies that had been learned. to measure students’ level of selfefficacy, the researcher gave the students’ questionnaire. there are seventeen elements which indicate how many confident students have. the students’ answer the survey by rating 10 50 to mean their confidence. table 1.11 students’ result of questionnaire based on the table above, it can be concluded that the highest percentage of speaking self-efficacy scale was 85% and the lowest was 48%. the average student percentage in talking self-efficacy scale was 65%. refer to the data above, seven students were on low self-efficacy, nine students were on medium self-efficacy, and six students were on high self-efficacy 1. reflecting in this cycle, several notes could be taken as consideration. from the observation result, it was observed that the implementation of the research cycle one succeeded in changing the classroom and 281 learning atmosphere. the formerly passive students were improving to become active learners. they could participate and give feedback to each other in their group. the students appeared quite happy with most of the language-animated activities. by using the pro-voc method, the students could read the phonetic symbol well and recalling more vocabularies. this two of speaking aspects were hopefully able to support students’ speaking ability. on the other hand, there were also undesirable results in implementing the pro-voc method. based on the effect of the final test, the students’ score was unsatisfying. there were five students got upper 50, and seventeen students got under 50. almost the students still could not do the speaking test based on three of speaking measurement aspect. table 1.12 rating of students’ score based on students’ average (43.4), there were some aspects or component of speaking which need to be improved. the students’ improvement of speaking skill in the first cycle was far from expectation and unsatisfying. it is caused by the lack of practising putting words into sentences. so, the students are confused about how to speak with the vocabularies they had. refer to the student questionnaire result; the average of student speaking selfefficacy scale was 65%. it improved 19% from the effect of preliminary research which the result was 46.3%. therefore, in cycle two, the researcher proposed using a subset of memory and social strategy to facilitate and enhance students’ score. in the first cycle, the researcher was applied memory strategy. it focused on the in-depth process to be better recalling the form and meaning of each vocabulary. so, in the second cycle, the researcher combined both memory and social strategy to promote students interaction with the teacher or researcher and classmate and aim to support the learning of form and meaning of vocabulary further. a. analysis of second-cycle 1. planning the first cycle created a lively atmosphere for the students to learn english. 0 10 20 30 40 50 60 70 80 1 anak 1 anak 3 anak 5 anak 7 anak 3 anak 2 anak 282 it had encouraged the students who formerly were passive learners to start becoming more active performers in the classroom. it was shown by the data from the students’ observation sheet which recorded that students were enthusiastic and enjoyed most of the arranged research activities. the learning activities in the first cycle, however, still had been implemented in the second cycle by mixing the memory and social strategy to overcome the problems raised in the first cycle. the second cycle was conducted on saturday, 04 june 2016. after identifying the issue raised in the first cycle, the researcher redesigned the lesson plan according to the strategy chosen before. the activity in the second cycle was designed to give the students more opportunity to communicate with both the teacher and classmate. there were some differences between the first and second cycle lesson plan. it was in the theme which being taught. in the second cycle, long and short vowel combined with education vocabulary was being taught in the first meeting. the second meeting, the researcher showed diphthong and social instruction vocabulary. in the third meeting, the students learned consonant combined with food and hobby vocabulary. 2. acting in this cycle, the researcher did the teaching and learning process according to the procedures that had been made before. all the activities in the second cycle were almost the same as the first cycle; the difference is in giving feedback to the students. in the second cycle, the researcher gave feedback using social strategy. the first time entering the class, the researcher opened the course by greeting and checking the students’ attendance. after opening, the researcher gave an ice breaker or stimulant to make the students more focus on the teaching-learning process. the next step, the researcher began the lesson by asking the students how to read these phonetic symbols. after the researcher showing the way to understand the phonetic symbol, she ordered the students to repeat after her, such in the first cycle. then, the researcher asked the students to mention the vocabulary she appointed after wiping off the dictionaries on the whiteboard one by one. the last step of the main activity was giving feedback. in the first meeting, the researcher asked the student to debate in pairs. each student got minimally one minute to share their ideas before the opportunity was given to their rivals. the students discussed under the title “pesantren: between the best or the out of date education 283 system in indonesia”. the theme was matching with the subject being learned. this activity aimed to allow the students to practice the vocabularies had been learned. in the second meeting, the researcher divided the student into two groups. each group consisted of eleven students. then, the researcher contributed a question card to all the students, and each student had only one card. the questions on the maps were matching with the vocabulary being learned. it was about a social problem. the first question was given by the researcher, who answered the question right to provide an item to other students. when all the cards had been finished, the student had to make a question by their selves and so on. in the last meeting, the researcher divided the students into four groups which consisted of 5-6 students. she asked the students to present their hobbies and favourite food in front of their group. each student had to pay attention to the presenter to give a question, and the issue was counted as their contribution. almost the students spent time for about 3-4 minutes in presenting their hobbies and favourite food. they only had two minutes to arrange their presentation. 3. observation in the second cycle, the researcher observed the teaching-learning process and the improvement of students’ performance. in the second cycle, the students were more alive than the first cycle because they had been allowed to practice the vocabulary they had put it into sentences. table 1.13 teacher’s score of second cycle observation explanation: 1 = not so good (unfulfilled, inappropriate for aspect, ineffective, not punctually) 284 2 = not good (fulfilled, inadequate for issue, unproductive, not punctually) 3 = good ((fulfilled, appropriate for issue, practical, not punctually) 4 = very good ((fulfilled, appropriate for issue, effective, punctually) the percentage of result score = total result score total maximal score × 100 % = 81 104 × 100 % = 77.8 % table 1.14 students’ score of second cycle observation explanation: 1 = not so good (unfulfilled, inappropriate for aspect, ineffective, not punctually) 2 = not good (fulfilled, inappropriate for aspect, ineffective, not punctually) 3 = good ((fulfilled, appropriate for aspect, effective, not punctually) 4 = very good ((fulfilled, appropriate for aspect, effective, punctually) the percentage of result score = total result score total maximal score × 100 % = 29 36 × 100 % = 80.5 % in the first meeting, the students debated with a particular theme. their rivals gave the students the score. the score was gotten according to how long they speech by giving plus or minus in every statement. table 1.15 students’ score in debate season every student got the opportunity to speak 9-10 times. the lowest of the minus point was 0 and the highest was 5. for plus 285 point, the highest was nine, and the lowest was 5. in the second meeting, the students discussed the social problem. each student had to answer one of question card available. not only answers, but they also had to make questions to make the discussion alive. figure 1.16 interactions charting between students in “a group” and “b group” according to the interaction charting above that indicated what was going on, the arrows showed who spook to whom. in “a group”, the student who spoke most was by name code “a-17” and in “b group” was “a8”. few students who only answered and gave a question according to the card they had. in the third meeting, the students presented their hobbies and favourite food. the researcher observed how long their presentation and how much they contributed to other performance by giving question. table 1.17 students participation in other presentation the highest number of contribution was 5, and the lowest was 1. for the most extended presentation was a student with the length of presentation time 00:04:09. the shortest was by the period 00:03:10. a-17 a-1 a-11 a-15 a-5 a-19a-21 a-3 a-9 a-7 a-13 a-20 a-4 a-10 a-14 a-6 a-16a-22 a-8 a-12 a-2 a-18 286 table 1.18 students’ final score of cycle two the average student percentage in cycle two as follow: m = ∑ −𝑥 𝑛 = 1667 22 = 75.7 to measure students’ scale of selfefficacy, they answered the questionnaire given by the researcher. there are seventeen elements which indicate how many confident students have. the students’ answer the survey by rating 10 50 to show their confidence. table 1.19 students’ scale of self-efficacy in speaking based on the table above, it can be concluded that the highest percentage of speaking self-efficacy scale was 93% and the lowest was 56%. the average student percentage in talking self-efficacy scale was 287 73%. refer to the data above, two students were on low self-efficacy, eight students were on medium self-efficacy, and twelve students were on high self-efficacy. 4. reflecting for the reflection in the second cycle, the researcher found that the students’ score in period two was improved than the first cycle. the students were more active and dared to speak in public. the researcher assumed that using memory and social strategy could enhance students’ achievement. it was appropriate for student speaking score achievement. with the average 75.7, it showed that the students could reach the standard score for speaking. it was necessary with the result of the questionnaire; that the average student percentage in self-efficacy scale for speaking was 73%. this result of this cycle was higher than in the previous period. according to the result, the researcher concluded that the second cycle was successful. the researcher’s target was better, and she could stop this cycle. the research findings show some important points as follows: 1. the pro-voc method can improve student’s self-efficacy in speaking the researcher found several things that could be written down from the result of observation during the teaching-learning process. the result showed the improvement of students’ score in each cycle. the researcher stopped the research because the expected result has been reached. table 1.20 comparison of students’ score pre cycle first cycle second cycle average 41,36 50,30 73,64 highest 80 67 80 lowest 20 33 60 table 1.21 comparison of students’ percentage scale pre cycle first cycle second cycle average 46,36 64,55 73,37 highest 66 85 93 lowest 28 48 56 2. the pro-voc method contribution toward students’ self-efficacy in speaking english in implementing the pro-voc method, the researcher tries to construct student pronunciation and vocabulary knowledge. according to some aspects which compose speaking skill, they are grammar, pronunciation, vocabulary, etc. this research overcomes two of speaking sub-skill, they are pronunciation and vocabulary. by using memory and social strategy, this method provides an opportunity to 288 practice speaking english more. it also supports the researcher in improving student self-efficacy because one of the sources of self-efficacy is mastery experience v. conclusion the research conclusion is presented according to the data. from all the data analysis about the implementation of the pro-voc method to improve students’ selfefficacy in speaking skill, it can be concluded that: 1. the application of the pro-voc method can be applied in some variation. in the first cycle, the researcher uses memory strategy in the teaching-learning process to be better in retaining and recalling the form and meaning of vocabularies. in the second cycle, memory and social policy are applied not only to maintain the structure and sense but also as further support in learning form and meaning of vocabularies. 2. in the preliminary research, the students were not interested in the teachinglearning process. the students’ achievement is only 41.36%. it rises to 50.30% in the first cycle and 73.64% in the second cycle after the researcher implementing the pro-voc method. majority of the students were enthusiastic in the teaching-learning process. 3. the students' responses when the provoc method applied were good. the students’ speaking competence can improve when the pro-voc method used. the students’ speaking competence can increase in every meeting. the students result of the questionnaire also improved, from 46.36% in primary research, reach 64.55% in the first cycle and 73.37% in the second cycle. it means that the pro-voc method can help the students to improve their self-efficacy in speaking english. the weakness of the pro-voc method in the teaching-learning process is: that this method does not facilitate the students in grammar learning while the lack of grammatical knowledge being the obstacle in improving students’ self-efficacy. the strength of the provoc method is: in providing the opportunity for the students to learn both pronunciation and vocabulary. by applying the memory and social strategy, this method persuade the students in recalling and practising the vocabularies more than another method vi. references anggia, m. (2013). students’selfefficacy in speaking english: a study of students’ self-efficacy in a senior high school in bandung. 289 universitas pendidikan indonesia. aziz, i. n., & dewi, y. a. s. (2019). the concept of language environment: a descriptive study at madrasah aliah keagamaan gresik. edukasi: jurnal pendidikan islam, 7(2), 1–23. bandura, a. (1925). self-efficacy: exercise of control (first). united state of america: w.h. freeman and company new york. bandura, a. (1997). self-efficacy: the exercise of control. macmillan. bandura, a. (2010). self‐efficacy. the corsini encyclopedia of psychology, 1–3. des langues, e., malmberg, b., nickel, l. g., & heidelberg, j. g. v. (n.d.). international review of applied linguistics in language teaching. gilakjani, a. p., & ahmadi, m. r. (2011). why is pronunciation so difficult to learn?. english language teaching, 4(3), 74–83. li, f. (2010). relationship between efl learners’ belief and learning strategy use by english majors in vocational colleges. journal of language teaching and research, 1(6), 858. mahyuddin, r., elias, h., cheong, l. s., muhamad, m. f., noordin, n., & abdullah, m. c. (2006). the relationship between students’ self efficacy and their english language achievement. malaysian journal of educators and education, 21, 61–71. pajares, f. (1996). self-efficacy beliefs in academic settings. review of educational research, 66(4), 543–578. 153 journal of english education and technology vol. 03 no. 02, june 2022, pp. 153 168 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) the impact of using virtual reality on writing descriptive text at seventh grade in smp ypi darussalam 1 cerme fika qurrotul a'yun teacher of smp ypi cerme, gresik fikaqurrotulayun@gmail.com abstract the purpose of this study is: (1) to determine the impact of virtual reality on writing descriptive text in 7th grade at smp ypi darussalam 1 cerme. in this study, researchers used a quantitative method approach with a type of pre-experimental research with the design of one group pretest posttest. the result shows a significant difference in the writing of descriptive text between the student taught using virtual reality (vr) medium and those taught not using virtual reality (vr) medium. by comparing the magnitude of the "t" obtained in observational calculations (to=5.71)and the size "t" listed in the value table t (tt.ts. 5% = 2.04 and tt.ts.1% = 2.76). then it can be known that the to is greater than the tt: 2,04<5,71>2,76. because the to is bigger than it, then the ho filed was rejected, and ha was accepted. this suggests that there was an impact on the use of virtual reality medium on descriptive text writing of the 7c class at smp ypi darussalam 1 cerme. from the explanation above, implementing virtual reality (vr) medium in the teaching and learning process positively affects the students. because they can study easily and have more fun without any burden, it can be done because fun learning, knowledge, and sharing can be maintained well. keywords: writing, descriptive text, virtual reality, teaching media i. introduction one of the most commonly used aspects of language is writing. according to dorothy e zemach, writing is an important form of communication in day-to-day life. it is especially important in high school and college. writing is also one of the most difficult skills to master in first and second languages (zemach & rumisek, 2016). writing is an activity that can usefully be prepared me for my work in other listening, http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:fikaqurrotulayun@gmail.com 154 speaking, and reading skills (maulidah & aziz, 2020). this preparation can make it possible for words that have been used receptively to come into productive use (nation, 2008). for students, being good at writing will bring many benefits for us. firstly, writing is a good way to help develop their ability to use vocabulary and grammar. secondly, writing is an essential tool to support other skills. if a student has good writing ability, they can speak and read the text more effectively. thirdly, writing is away to approach modern information technology and human knowledge. (huy, 2015) based on the curriculum of junior high school, which the government recommends, some texts have to be mastered by the students at junior high school. one of the texts is descriptive text. in learning descriptive text, students have difficulties learning it. students are confused about what to write, although they know the topic the teacher has given. they are confused about writing their idea about the topic. the goal of descriptive text writing is to be able to paint a picture and clearly describe it. proper word choice must also be highlighted so that the reader fully comprehends the image. in reality, however, writing a fully workable english text for the student is difficult. it is natural for a student to make mistakes in their language and writing. this compels teachers or other scholars to investigate the types of student authenticity in language and writing problems. students encounter problems while learning to write a descriptive text. students' ability to write is less excellent in the linguistic aspect, and students' academic ability is less good in reading a text (muhsin & aziz, 2021). and students continue to struggle to identify one text from another. furthermore, students' competence is not overly concerned with syntax, vocabulary, and pronunciation, which impacts their ability to write descriptive texts. some students have difficulty communicating with others on a psychological level. and students continue to struggle with stringing together paragraphs and distinguishing descriptive writing from others. (bella, 2022) based on the problem above, in learning, media is needed as a tool for students in the teaching and learning process. in this era, the development of technology is very rapid. as a result, a creative teacher must be able to use technology in the learning experience, which also benefits pupils. teachers in indonesia should be able to 155 integrate information technology and communication in the learning process, according to pemendiknas no.16 in 2007. (permendiknas, 2017) student learning activities include sitting, listening to the teacher explain, and imagining more. the advancement of technology will be beneficial in the formal or informal educational world. thus, the educational world must be more effective and enjoyable. (syaifuddin, 2017) using technology as learning is critical, particularly in english language teaching (elt) (aziz & dewi, 2020). it is equally critical for the instructor to choose the media to be used in the classroom. the media should be easy to organize and appealing to students and teachers, and the language used should be authentic. (wright, 1976) with the passage of time, several types of technology that can be utilized as a medium in language learning have emerged, one of which is virtual reality (vr). virtual reality (vr) has grown in popularity even though it is widely assumed to be a variety of industries, including manufacturing, architecture, entertainment, medicine, and education. (jamil, 2018) students can be engaged when studying using virtual reality since they engage in learning activities that improve their understanding, analytical ability, and memory. furthermore, virtual reality (vr) improves learners' imagination, critical thinking, and creative potential. as a result, students can benefit from many positive impacts. (zumbach et al., 2022) several individuals are already familiar with today's vr for various applications such as video games and 3d movies via smartphone and tablet. currently, most educators have yet to recognize that virtual reality (vr) can be used as a teaching and learning tool to improve student's learning experiences through the implications of these innovations in the learning process. (ludlow, 2015) in this study, the researcher focused on identifying the impact of using virtual reality (vr) as a medium to teach the descriptive text. vr is considered appropriate media for learning descriptive text because by using vr, students can observe the object or thing that will be described clearly in the virtual environment. researchers will use tests as an instrument of study to know the influence of vr use as a descriptive text. virtual reality has never been used in the learning process at smp ypi 156 darussalam 1 cerme. after observing, researchers have determined smp ypi darussalam 1 cerme school as an objective study, at which smp ypi darussalam 1 cerme school meets the research facility. with lcd, projectors, and other facilitators, the materials will be used in 3d or 3600 youtube videos. ii. literature review a. definition of media "media" is derived from latin, the plural form of the word "medium," meaning intermediary or introduction. the association for education and communication technology (aect) defines media as any form and channel used for information processes. the national education association (nea) defines media as any object that can be manipulated, seen, heard, read, or talked about, along with the instruments used for the activity (nurseto, 2011a). according to daryanto, "media" is a plural form of the word "medium," defined as an intermediary or introduction to communication from the sender to the receiver (aziz & dewi, 2020). media is also one of the communication components, namely as a messenger from the communicator to the communicant, so it can be said that learning media is an intermediary means in the learning process. (rukayah et al., 2023) in general, learning media is a tool for the teaching and learning process. furthermore, learning media can stimulate the student's ideas, feelings, attention, and abilities or skills to assist the learning process. while learning media, according to briggs, is a tangible medium of conveying content/learning materials such as books, movies, videos, etc. the national education association then revealed that learning media is a medium of communication in print and graphically, including hardware technology and learning media's position.(mabruri et al., 2019) as a result, lecturers/teachers must incorporate media into the learning process. thus, through the learning medium, the teaching and learning process can be more effective and efficient, and a good relationship between teachers and learners can be established. furthermore, media can help students overcome boredom while learning in the classroom. so learning media is one approach for overcoming all kinds of challenges in teaching. not only does learning media overcome obstacles, but it also provides students with a wide range of 157 information that is comprehensive (tafonao, 2018). some media that can be used as learning aids are: 1. video video is a medium that is also often used as a medium of learning. video is classified as an audio-visual media that display motion. the message presented can be fact (important events/ events, news), fictitious (such as stories), and informative, educative or instructive. most movie roles can already be replaced by video, not that video will replace the position of the film completely, but each has its own limitations and advantages (duschinsky, 2020). while many systematic literature reviews for the potential of virtual for education, only a few studies of this kind have been found for 3600 videos. a first scoping review by c. snelson and hsu (snelson & hsu, 2020), shows a variety of topics for educational experiences provided through 3600 videos. overall content areas include business, marine biology, psychology, religious studies, sports, surgical education, teacher education and writing. regarding the advantages of 3600 videos for education, the summarised studies' participants reported high levels of interest, engagement, enjoyment or increased learning perceptions. 2. flash card flash card is a learning media in the form of a picture card with a size of 25x30 cm. the images can be made by hand or in the form of photos. or take advantage of images/photos that have been printed and affixed to flash card sheets. the images on the flash card are a series of messages presented with the range of each image listed on the back. the use of flash card media is only suitable for small groups of students or no more than 30 students. the advantages of flash cards are that they are easy to carry, practical, easy to remember and fun (nurseto, 2011b). 3. radio radio is a visual medium in the form of objects or tools used to facilitate the process of teaching and learning and application using the sense of hearing. the function of radio as a learning medium with a voice can provide information contained in it (miftah et al., 2020). 4. audio recording recording made on magnetic tape, discs, motion picture and soundtrack. these are reproductions of actual events or soundtracks. 158 5. picture the picture consists of photographs of any object or event, which may be larger or smaller than the object or event it represents. 6. television this category includes all types of audio-video electronic distribution systems, eventually appearing as television monitors. b. function of media in the teachinglearning process using relevant material in class can help improve the learning process. learning media assists teachers in criticizing concepts or ideas as well as motivating participants in active learning. the media can serve as a gateway to critical thinking and action for kids. it is possible to use media to assist teachers and students in fulfilling their obligation to acquire basic competency that has been established. to use learning media effectively, teachers must first understand their students' learning needs and the challenges they confront with the topic to be taught. as a result, media must be created based on pupils' relevance, basic competency, substance and characteristics. teachers can act as the creators of suitable, efficient, and enjoyable media for pupils. however, while using them in class, it is important to underline that they should be the medium of study (anjarani et al., 2020). c. definition of virtual reality virtual reality, commonly called vr, is a computer technology that creates immersive simulations that allow users to interact and feel they are in a real event and environment. devices designed with a specific purpose in this technology are required by virtual reality. so that virtual reality can provide people who feel this virtual world feels real and confident. some of the devices used by virtual reality include: force balls/tracking balls, controller wands, voice recognition, headsets, joysticks/ gamepads, data gloves, treadmills, motion trackers/ bodysuits. when it is in the virtual world, the user seems to drift and merge in his world and feel able to interact with the objects that are there. telepresence is the experience of a person's existence in the environment through media. (thuan, 2019) over time, the use of virtual reality has also attracted many people. using vr is very easy. vr users only need a mobile phone to enable it, coupled with a vr headset so that the sound sounds real and the user feels the real thing. 159 d. type of virtual reality and hardware there are different types of vr systems with different uses of technological devices and functions, as explained below: 1. immersion systems (fully-immersive) this vr immersion system requires users as vr users. to do so, the user needs a data glove and hmd that tracks the movements of the user's head to change the view. this type of vr system is related to audio and visual, so vr users can explore and experience immersive experiences as real as they look. this type of technology can be expensive and has several activities, including the exchange rate of determining images, loads and environmental problems regarding simulators. (alqahtani et al., 2017a) 2. non-immersive system non-immersive systems are often called virtual desktop reality or similar to those without input devices. based on the display screen, this is a view of a virtual world without a device like hmd. and sometimes also called window on world (wow) nonimmersive systems are often called virtual desktops. the public often uses this vr system with a desktop consisting only of a standard condenser monitor to display the virtual world. however, this system has a low presence level but can achieve graphics that satisfy quality, user comfort and cost less. (alqahtani et al., 2017a) 3. semi-immersive system the third type of vr is semi-immersive or can also be called a hybrid that uses a vr development desktop and also includes enhancements such as data gloves. this type of vr has a high immersion level and uses a physical model. this semi-immersive displayed virtual environment is organized with a real atmosphere and is recognized by the environment. the user controls this type of system, such as a mouse, keyboard, interaction style, glasses and joystick. it allows users to interact by using their hands, wearing glasses or datagloves. (alqahtani et al., 2017b) table 1 shows the difference between the 3 types of virtual reality fully immersive semiimmersive non immersive resolution high high mediumlow sense of emersion low-non medium-high low interaction low medium high price lowest cost relatively expensive very expensive e. basic operation of virtual reality the basic operation of the virtual reality (vr) as medium in learning. the first stage from the use of virtual reality is the 160 user run vr video player on smartphone, either from apps or videos. if from an application then users can download from the play store or appstore. if vr user uses a video, then a user must use 3600. then the place the smartphone against in vr glasses. users can see virtual environments and interact, as it were, with objects found within vr glasses. either information or knowledge can be conveyed by vr users to audience or voice as well general information such as that of a historical place with narrative text or another text. f. definition of writing writing is a complex cognitive activity of the author being forced to show control variables simultaneously. strong writing skills can increase the likelihood of successful students. writing is also an important factor in language. good writing skills are also needed for students to meet their educational and job requirements. (durga & rao, 2018) therefore, someone who writes definitely needs skill, perseverance and also knowledge. it is through writing that one can know the thoughts of others other than to speak. good writer will result in good writing, and vice versa (aziz et al., 2022). iii. method it employs a quantitative approach to experimental research. experimental research is structured, logical, and accurate in controlling the situation (lokesh, 1984). the research uses a type pre-experimental design, with a type one group pretest posttest. using only one group is an experimental group without a control group (sugiyono, 2018). before the subject is given treatment first, it provides an initial motivational quesioner pretest form (o1) then do the treatment (x) and after that it gives final motivation that is posttest (o2). 1. data presentation the study was conducted at smp ypi darussalam 1 cerme. this research is a preexperimental design with a type one group pretest posttest. the data of this study consist of initial test and final test of descriptive text writing by using virtual reality (vr) medium. so that, researchers can address problems that have been formulated into problems by analyzing the data. the population in this study is 7th grade student by the amount 75 students. so the researchers collected a sample of the 7c by the amount 30 students. the data used in this study is quantitative data. data retrieval is done by test method. testing methods are used to identify the impact of using virtual reality (vr) medium on descriptive text writing using either pretest or posttest, in this case the cognitive test being used instrument question form as many as 5 question items 161 taken before the application of the virtual reality treatment (pretest) and after the application of the virtual reality medium treatment (posttest). this pretest data was given to students before the application of learning and posttest data was provided after the study in 7c class, there are the 30 students in 7c class. 2. research data before treatment (pretest) research data on the use of virtual reality (vr) medium, before a treatment is called pretest. these assessments are intended to determine the state of the beginning of the object or ability before the application of virtual reality (vr) medium. the result of pretest data on english lesson in descriptive text writing before doing treatment of virtual reality medium, that higher value is 90 and lowest value is 30, and for the recapitulation of the details value in the impact of using virtual reality (vr) medium test answer on the writing descriptive text at smp ypi darussalam 1 cerme will be presented. 3. research data after treatment (posttest) descriptive text data using virtual reality (vr) medium. researchers gave a tests of 5 items with instrument question to 7c student. this test comes after treatment (vr) medium, which is aimed at knowing the impact of the use of virtual reality medium on descriptive text writing. the result of postest data on english lesson in descriptive text writing after doing treatment of virtual reality medium, that higher value is 90 and lowest value is 65, and for the recapitulation of the details value in the impact of using virtual reality (vr) medium test answer on the writing descriptive text at smp ypi darussalam 1 cerme will be presented. for now about already obtained the results from pretest and posttest. the overall number of pretest scores is 1370 with an average of 45,66. the total number of posttest scores is 2250 by an average of 75, so the difference between pretest and posttest average is 29,34. 4. data analysis to determine whether there is any effect to the use of virtual reality (vr) medium on descriptive text writing of the 7c class at smp ypi darussalam 1 cerme, thus analyzing the data of researchers uses the ttest formula. to know overall calculating for get a "t" in testing ho about differences before treatment and after treatment with x = 1370 and y= 2250 with σd = -880 and σd2= 2890. look for the price of the "t" critiques on the value table "t." by holding on to that df/db has been acquired, good on significance level 5% or significance level 1%. with the df of 29 we 162 accelerate with the" t" value table, either at significance level 1% or at 5% significance level. the price of t critiques or table with db is 29 on a 5% of ttable significance, at 2.04, while a significance level 1% gained by 2.76. by comparing the magnitude of the "t" obtained in observational calculations (to = 5.71) and the size "t" listed in the value table t (tt.ts. 5% = 2.04 and tt.ts. 1% = 2.76). then it can be known that the to is greater than the tt: 2,04<5,71>2,76. because the to is bigger than tt, then the ho filed were rejected, and ha is accepted. this suggests that there was an impact on the use of virtual reality medium on a descriptive text writing of the 7c class at smp ypi darussalam 1 cerme. iv. result analysis of prerequisites testing before doing hypotheses testing, prior to testing assessments or analysis requirements were performed that included normality tests. normal test testing is used to determine whether or not data distribution is obtained. normality testing normality testing uses kolmogorovsmirnov. kolmogorov-smirnov test was used many times, especially after the presence of many statistic programs that were circulated. the kolmogorov-smirnov test also had an advantage and did not create a difference between perception one observer and another. table 2 the result of calculate normality testing the variables had (0.184 > 0.05) significance value in kolmogorov-smirnov test column. this based on the kolmogorovsmirnov normality test, the data was distributed normally. hypotheses testing based on the research's formula and sound purpose of the study to know if there is or not the impact of the use of virtual reality (vr) medium on descriptive text writing at 7c in smp ypi darussalam 1 cerme. with the df of 29 we accelerate with the "t" value table, either at 1% significance or at 5% significance. the critiques price of t or table with df of 29/ on ttable 5% significance 163 table, was obtained by 2,04, whereas a degree of 1% significance gained by 2,76. by comparing the magnitude of the "t" obtained in observational calculations (to = 5,71) and the size "t" listed in the value table t (tt.ts. 5% = 2,04 and tt.ts. 1% = 2,76). then it can be known that the larger to than tt that is 2,04<5,71>2,76. because the to is bigger than tt, then the ho filed were rejected, and ha is accepted. based on the presentation above, it could be concluded that there is an impact in the use of virtual reality (vr) medium on the descriptive text writing of the 7c class at smp ypi darussalam 1 cerme v. discussion the impact of using virtual reality as a media on writing descriptive text at seventh grade in smp ypi darussalam 1 cerme based on the research show that pretest total is 1370 and average 45,66. so, post test total is 2250 and average 75. so the difference between pretest and posttest average is 29,34. from the data analysis obtained from the pretest-posttest test using the t-test formula, the result is 5,13. with the df of 29 we accelerate with the "t" value table, either at 1% significance or at 5% significance. the critiques price of t or table with df of 29/ on ttable 5% significance table, was obtained by 2,04, whereas a degree of 1% significance gained by 2,76. by comparing the magnitude of the "t" obtained in observational calculations (to = 5,71) and the size "t" listed in the value table t (tt.ts. 5% = 2,04 and tt.ts. 1% = 2,76). then it can be known that the larger to than tt that is 2,04<5,71>2,76 because the to is bigger than tt, then the ho filed were rejected, and ha is accepted. based on the presentation above, it could be concluded that there is an impact in the use of virtual reality (vr) medium on the descriptive text writing of the 7c class at smp ypi darussalam 1 cerme. writing is one of language abilities that as process to express idea feeling and arguments in the form of words in sentences. this skill is used to communication from one to another by writing. writing is central to our personal experience and social identities and we are often evaluated by the control of it. writing is used as an aidememoire or practice tool to help students practice and work with language they have been studying (hyland, 2021). a descriptive text is a piece of writing that is intended to convey meaning to the reader through sensory details and provides image to the reader. additionally, descriptive 164 text is a paragraph that is defined as a group of sentences that are closely related in thought and which serve one comment purpose often used to describe what a person looks like and acts like, what a place looks like, and what an object looks like. from the definition above, it can be concluded that description paragraph is a paragraph that describes a particular person, place or event in great deal. description writing vividly portrays a person, place, or things in such a way that the reader can visualize the topic and enter into the writer's experience. it is a way to enrich others forms of writing or as a dominant strategy for developing a picture of what something looks like (siburian, 2013). virtual reality (vr) is a computer technology that allows users to experience the illusion of being immersed in a virtual environment that does not actually exist. it is a computer simulation of a real-world situation in which a human subject can interact with the virtual environment. occasionally, non-traditional interfaces such as glasses and helmets are used to depict the scene and replicate the sound (achille et al., 2016). students can be engaged when studying by using virtual reality since they engage in learning activities that improve their understanding, analytical ability, and memory. furthermore, virtual reality (vr) is thought to improve learners' imagination, critical thinking, and creative potential. as a result, students can benefit from a wide range of positive impacts (sonjaya & fadlurahman, 2019). the study by prita dellia and ahmad jami'ul amil, this study shown that how to development of virtual reality media about shipping and marine warfare strategies in jokotole folklore on indonesian lesson at state junior high school 1 pasean pamekasan. this research is research on the development of language learning media, literature, and teaching based on virtual reality for writing skills with the aim of facilitating the process of learning literature and transfer of local knowledge about ships and marine warfare strategies with care, understanding of jokotole stories and facing problems encountered by utilizing local knowledge. the results of the study were found, the process of learning literature using vr makes students more excited, and makes it easier for them to write in relation to extracting ideas, because the media is very attractive. in addition, vr media can be used as the main alternative in learning literature sub-main rewed the content of folklore. 165 the next researcher is resi kartika dewi. utilization of 3dimensional media based on virtual reality to increase interest and learning outcomes of ipa subjects of class v elementary school students. the changing era 4.0 and demands of students want interesting and innovative and more concrete learning leads to 3d media based on virtual reality. many researchers discuss the use of 3d media but not yet based on virtual reality. meanwhile, so far the use of virtual reality media in learning is only used by mathematics. therefore, because of the importance of more concrete and innovative learning encourages researchers to develop 3d learning media based on virtual reality on the content of ipa lessons, especially water cycle process materials. the use of 3d media based on virtual reality is needed based on the consideration that learning using real or concrete media will increase the power of students' interest in learning, because it will improve students to understand the material taught. researchers show that the use of 3d media in education is very beneficial in increasing students' interest and learning outcomes. based on the research, it shows that virtual reality media not only increases understanding, but also increases student motivation. students can have more in-depth experiences, while learning 3d models that can enhance their experience. virtual reality also gives students to freely interact with virtual objects. as a result, students are able to investigate, experiment, and make students to improve the imagination of learning and critical thinking. vi. conclusion based on the result of the research was carried out, it could be concluded that was found by an effectiveness of using vr as a medium for learning descriptive text on 7th grade in smp ypi darussalam 1 cerme, the researcher concludes that the student writing ability of descriptive text before doing treatment was shown by the pretest score which was total 1370 and average 45,66. the student writing ability of descriptive text after doing treatment by using virtual reality medium were higher the result of pretest. it was shown by the posttest score which was total 2250 and average 75. there was significant differences of score between pretest and postest with the df of 29 we accelerate with the "t" value table, either at 1% significance or at 5% significance. the critiques price of t or table with df of 29/ on ttable 5% significance table, was obtained by 2,04, whereas a degree of 1% significance gained by 2,76. because the to is bigger than tt, then the ho filed were rejected, and ha is 166 accepted. based on the presentation above, it could be concluded that there is an impact in the use of virtual reality (vr) medium on the descriptive text writing of the 7c class at smp ypi darussalam 1 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(2022). does augmented reality also augment knowledge acquisition? augmented reality compared to reading in learning about the human digestive system? journal of educational computing research, 60(5), 1325–1346. 217 journal of english education and technology vol. 01 no. 03, october 2020, pp. 217-234 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) a supplementary english speaking materials development through describing picture method for junior high students holina1, salamun2 an english teacher at mts mambaus sholihin gresik1, master students of unisma malang2 holinajoss@gmail.com1, salamjamal45@gmail.com abstract this research aims to develop the supplementary english material for speaking through describing the picture. the problem found that the worksheet (lks) is the dominant book because the amount of coursebook is minimal. the researcher used the educational research and development design. educational research and development is a research design developing educational products, like curriculum, syllabus, textbooks, instructional media, modules, assessment instruments, etc. the results show that most students like this book because it is suitable for their needs and supporting them in learning speaking. in conclusion, this product is designed and improved following the learning need and suitability of the product to overcome the problem in education speaking process keywords: instructional material, supplementary material, describing picture http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:holinajoss@gmail.com1 mailto:salamjamal45@gmail.com 218 i. introduction speaking is a productive skill that can be directly and empirically observed (kholis & aziz, 2020). those observations are invariably colored by accuracy and effectiveness, a listening test-taker skill, which necessarily compromises the reality and validity of an oral production test (brown & abeywickrama, 2010). in mastering speaking, students have to learn and practice. because it is a priority for many second language or foreign language. speaking is exceptional because it is interactive nature and also has to be measured in interaction directly (aziz & dewi, 2020). most people always talk to each other anywhere, anywhen. one purpose the teachers have to teach english in school. teaching speaking in junior high school based on syllabus, the teacher teaches some short expression of dialogue and short texts (aziz & dewi, 2020). junior high school students who demand to apply the linguistic materials in good understanding, and appreciating excellent performance by expressing opinions, as well as their responses (halim, 2018). so every teacher wants to run the teaching-learning process effectively. the use of media is aimed to enable the students to get the lesson and give an enjoyable atmosphere in the classroom to encourage motivation and interest in the teaching (aziz & dewi, 2020). such as pictures are beneficial media, especially to avoid misunderstanding of the questions since the students can relate the issues to the pictures given. pictures have an essential role in the understanding of meaning. they illustrate something and make it clear. images are used to help students to understand and comprehend something clearly and easily. describing images is a method in learning to speak which suitable to practice english speaking skills in all sorts of fields. illustrations provide dangerous language practice and can be invaluable in the classroom for stimulating discussion and bringing enormous variety and interesting the lessons (amalia, 2016). they also provide the teacher with a flexible and convenient tool for practicing speaking. the various pictures are the right media to help students learn sputtering and fun, and subconsciously, they are learning to present the images. states brown that media established condition which enables the learners to acquire knowledge, skills, and attitude. media are tools or the material things used by the teacher to facilitate the instruction (brown, 2000). at pesantren mambaus sholihin 3 benjeng gresik, the use of english and arabic is an obligation for the students in their daily activities (aziz & dewi, 2019). students are trained to use english every day to face the progression of the world. primarily, students of eight grades of mts mambaus sholihin 3 benjeng, gresik. there, teaching speaking 219 skill is monotonous. because the teacher offers them repeat text or material what the teacher says, after that, they analyze and express elements, and then the teachers provide to do some work in lks as a worksheet. the problem seems more severe in the learning process. the content of the lks is not exciting and less relevant to the students' needs, especially for speaking, and also not enjoy it, so the improvement and development of the students' english speaking skills are limited. ii. literature review a. understanding teaching and learning speaking learning is acquiring or getting knowledge of a subject or an ability by study, experience, or instruction (brown, 2000). the process of learning often happens around people every day. we often see the students get knowledge from their teacher, or someone learns from his experience. talking about education is not getting out of teaching. similarly, teaching, which is implied in the first definition of learning, may be defined as showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand (brown, 2000). it can be concluded that teaching and learning is the process of giving experience from the teacher to the students to make students understanding and knowing something (a subject or a skill). the main objective of learning speaking is to develop the learner's ability to communicate in the target language. the characteristics of speaking are talking. so the learners have to speak as much as possible the period. b. teaching speaking in mts teaching and learning speaking process in mts, based on curriculum 2013 are content competence and basic competence. content competence is operational of skl's quality that must be belonged students to finished their education. in short, the basic ability is every competence lesson for each class from content competence. the teaching-learning process of speaking is achieving the necessary capabilities. that is the teacher as the facilitator of students or learner-centered. which students are demanded active and thinking, as five principles of curriculum13th are observe, ask, and gathering information, associate, and communicate. five principles are seen as an ability or process of thinking that needs to be grown and accustomed to students so that they are accustomed to thinking scientifically. one of manners to get an excellent learning government give syllabus as one of the models for teachers' inspiration to develop as students' needs. astable below: 220 contents compete nce base competence o understandi ng and applying knowledge (factual, conceptual, and procedural) based on the curiosity about science, technology, art, culture related to phenomena and events that appear to the eye. o processing, presenting, and reasoning in the concrete realm (using, parsing, stringing, modifying, and making) and abstract domains (writing, reading, counting, drawing, and producing) following what is learned in school and other sources that are the same in point of view/theory. o applying the text structure and linguistic elements to carry out the social function of expressions asking attention, checking to understand, appreciating excellent performance, and asking for and expressing opinions, as well as their responses, according to the context of their use. o arrange simple oral texts to pronounce and respond to expressions asking for attention, checking to understand, and appreciating excellent performance, taking into account social functions, text structure, and language elements that are correct and in context. o understandi ng and applying knowledge (factual, conceptual, o applying the text structure and linguistic elements to carry out social functions states and asks about the ability and willingness to act, according to the context of its use. and procedural) based on the curiosity about science, technology, art, culture related to phenomena and events that appear to the eye. o processing, presenting, and reasoning in the concrete realm (using, parsing, stringing, modifying, and making) and abstract domains (writing, reading, counting, drawing, and producing) by what is learned in school and other sources that are the same in point of view/theory. o compile oral and written texts to express and ask about the ability and desire to serve, taking into account social functions, text structures, and language elements that are correct and in context. o understandi ng and applying knowledge (factual, conceptual, and procedural) based on the curiosity about science, technology, art, culture related to phenomena and events o applying the text structure and linguistic elements to carry out the social function of the expression of giving instructions, inviting, prohibiting, asking permission, and how to respond, by the context of its use. o arrange simple oral and written texts to express, question, and answer to expressions of instruction, invite, prohibit, and request permission, taking into account social functions, text structures, and language elements that are correct and in context. 221 that appear to the eye. o processing, presenting, and reasoning in the concrete realm (using, parsing, stringing, modifying, and making) and abstract domains (writing, reading, counting, drawing, and producing) by what is learned in school and other sources that are the same in point of view/theory. o understandi ng and applying knowledge (factual, conceptual, and procedural) based on the curiosity about science, technology, art, culture related to phenomena and events that appear to the eye. o processing, presenting, and reasoning in the concrete realm (using, parsing, stringing, modifying, o applying social functions, text structures, and language elements interpersonal oral and written interaction texts that involve acting, inviting, asking for permission, and responding to them, according to the context of their use. o compile concise and straightforward versions of oral, interpersonal interactions that involve acting, inviting, asking for permission, and responding to them by paying attention to social functions, text structures, and elements of language that are correct and in context. and making) and abstract domains (writing, reading, counting, drawing, and producing) by what is learned in school and other sources that are the same in point of view/theory. o understandi ng and applying knowledge (factual, conceptual, and procedural) based on the curiosity about science, technology, art, culture related to phenomena and events that appear to the eye. o processing, presenting, and reasoning in the concrete realm (using, parsing, stringing, modifying, and making) and abstract domains (writing, reading, counting, drawing, and producing) by what is learned in school and o applying social functions, text structures, and language elements of oral and written transactional interaction texts that involve the act of giving and requesting information related to circumstances/actions/activities /events that are carried out / occur in real or general truth, in according to the context of their use. o implementing social functions, text structures, and language elements of oral and written transactional interaction texts that involve the act of giving and asking for information regarding the circumstances/actions/activities /events that are being carried out / taking place when spoken, according to the context of their use. o compiling a concise and straightforward text of oral and written transactional interaction that involves the act of giving and requesting information related to circumstances/actions/activities /events that are carried out / occurring routinely or are a general truth, with paying attention social functions, text structures, and correct elements according to the context of its use. 222 other sources that are the same in point of view/theory. o compile concise and simple texts of oral transactional interactions that involve the act of giving and asking for information regarding the circumstances/actions/activities /events that are being carried out / ongoing when spoken,, with paying attention social functions, the structure of the text and elements of language appropriate to the context of its use. o understandi ng and applying knowledge (factual, conceptual, and procedural) based on the curiosity about science, technology, art, culture related to phenomena and events that appear to the eye. o processing, presenting, and reasoning in the concrete realm (using, parsing, stringing, modifying, and making) and abstract domains (writing, reading, counting, drawing, and producing) by what is learned in school and other sources that are the same in point o applying social functions, structures of oral and written interactional texts that involve giving and asking for information regarding the comparison of the number and nature of people, animals, objects, according to the context of their use o compile oral and written interactional texts that involve the act of giving and asking for information related to the ratio of the number and nature of people, animals, objects, taking into account social functions, text structures, and elements of language that are appropriate to the context. of view/theory. o understandi ng and applying knowledge (factual, conceptual, and procedural) based on the curiosity about science, technology, art, culture related to phenomena and events that appear to the eye. o processing, presenting, and reasoning in the concrete realm (using, parsing, stringing, modifying, and making) and abstract domains o apply social functions, text structures, and linguistic elements of oral and written transactional interaction texts that involve the act of giving and requesting information regarding circumstances/actions/activities /events that are carried out / routinely or not routinely, or become general truths in the past, in accordance with the context its use. o compare social functions, text structure, and linguistic elements of several oral and written personal recount texts by giving and asking for information related to own experiences in the past, short and straightforward, according to the context of their use o compiling concise and simple texts of oral transactional interactions which are immortal to the act of giving and requesting information related to circumstances/actions/activities /events that are carried out, routine or non-routine, or 223 (writing, reading, counting, drawing, and producing) by what is learned in school and other sources that are the same in point of view/theory. become general truths in the past, taking into account social functions, text structures and elements of language that are and by the context. o text recount o capturing contextually meaning related to social services, text structure, and linguistic features oral and written recount texts, concise and simple, relevant to personal experiences in the past. o compiling oral and written recount texts, brief and simple, related to personal recount, concerning social functions, text structures, and elements of language, correctly as context. in other words, teaching speaking in eight grade of mts mambaus sholihin 3 benjeng, students demanded to study actively as five principles of curriculum 2013, which syllabus is guidelines or manners to fulfill basic competence. c. definition of describing picture describing pictures is one of the methods of learning speaking english. in this method, students must describe photos in front of the class. every student or group gets one picture from the teacher, and the student must explain it. the purposes of this activity are to train students' imagination and retell the story in speaking english (asfa, 2010). in other words, describing pictures can also be used to stimulate the students' creativity and to motivate them in the learning process of speaking skills. the study is doing something. the survey can be maximum if students more of using the five senses because they can be more attractive to express something with their five senses. describing a picture is a method that easy and enjoyable to play it. this method is very suitable to practice for students in junior high school. if the students use describing the picture, they used their five senses more maximum because they used eyes to saw the image, used ears to listen to what their partner said, used mouth to describe the picture. so, the researcher hopes to use describing a picture, students more active to practice and improve speaking skills in the class. there are steps of application in describing picture according to ismail in strategi pembelajaran agama islam berbasis paikem as follows: a. the teacher prepares the image according to the topic or material of the subject. b. the teacher asks students to examine the picture accuracy. c. the teacher divides students into groups or personal. d. the teacher asks all members of groups to write the vocabularies based on the result of their examined the picture. (necessary limitation of the time). e. then, every group or personal make sentences and writes on the blackboard. f. after that, every group describes their picture. g. clarification/ conclusion/ teacher reflection. it is an example of a strategy or method that can use as an individual or collaboration with the other plan based on the necessity. 224 d. teaching speaking using describing picture the most crucial factor in teachinglearning is a teacher, especially in the english subject. he or she must have the ability to make interest and enjoy the class. and the picture is one of teaching media of speaking skills that can make students enjoy the learning process of speaking. each classroom should have a file of images that can be used not only to illustrate the aspect of sociocultural topics, but also gives it enjoyable, meaningful, easy to prepare, and too easy to organize. teaching speaking using describing picture is practice describing some maps that show about things, peoples, etc. and also, using a preposition, to practice listening and speaking to direction, to train students' imagination and retell the story in speaking english (tarwiyah, 2002). the result of the students' speaking progress after implementing the describing picture is better. this technique was very suitable to give a contribution to teaching speaking, and the students brave to talk and did not shy anymore. besides, students can increase their verbal ability (kano & fardyansyah, 2015). 1. advantages of describing the picture advantages of using pictures in teaching speaking a film is an excellent medium in which this can be done images play fullness to the students because pictures are fascinating. they provide a variety of fun and games. furthermore, it also means that the use of photos may offer parallel opportunities both for teacher-students and students' interaction. according to inta aulia asfa, based on gerlach and elly state the benefit of using the picture as follow (asfa, 2010): a. images are inexpensive and widely available. the teacher can find the image quickly, for example, in books, magazines, and newspapers, etc. b. pictures provide everyday experiences for an entire group of students. it means by using an image, the teacher can involve all of the students in his or her class. c. pictures can help prevent misunderstanding. it means by using photographs, the teacher can explain the new vocabularies to his or her students easily, so it prevents disagreement between students' perception and teachers' perception. pictures help the students to focus attention on the subject and make students active. 2. the approach of describing picture our model assumes that there is a space of meanings that comes between the area of sentences and the scope of images. we evaluate the similarity between a sentence and an image by (a) mapping each to the meaning space then (b) comparing the results. figure 1 depicts a common area of meaning. we will learn the mapping from images (response sentences) to meaning 225 discriminatively from pairs of photographs (response sentences) and assigned meaning representations (farhadi et al., 2010). e. supplementary material supplementary material is the supplement materials, which are not designed for instructional purposes, reflect the authentic and real use of the target language. and also, helping the teacher to teach the student in the learning process, our students should develop the ability to communicate in the target language. that is able to express their ideas in speech and writing and also understand what they listen from teacher or people and read in books. integrating the use of authentic materials with language skills can be highly useful in developing the communicative competence of learners (aziz, 2019; thakur, 2015). supplementary material is additional materials to supplement the lks (worksheet), textbook, etc. supplemental materials are designed when teachers find that there aren't suitable or relevant materials that can be found in the published spreadsheet or the other. supplementary materials are designed to help them understand better (paputungan, otoluwa, & machmud, 2018). in short, additional equipment is a convenient tool to help motivate the student to improve their speaking ability in the learning and teaching process. f. developing of english learning speaking materials content is information or ideas for a book. material is one of the keys to the teaching and learning process. it is essential in learning. the material could be in the form of printed materials, nonprinted materials, or both written and nonprinted materials. the printed materials could be books, workbooks, worksheets, textbooks. while no printed materials are materials such as cassette, audio documents, videos, computer-based materials, etc. another linguist, richards and schmidt state instructional materials are anything which can be used by teachers or learners to facilitate the teaching and learning of language. articles could be linguistic, visual, auditory, or kinesthetic, and they may be presented in print, audio, or video form, on cd-roms, on the internet, or through live performance or display (mulyawati, 2017). g. material development tomlinson states that materials development is everything made by people (the writers, the teachers, or the students) to give some pieces of information and provide the experience of the user of language, which is designed to develop language learning. before developing the materials, the writer has to identify students' needs to consider the objective of the teaching and learning process. after that, they can develop the materials by analyzing the students' needs 226 and the purpose of improving or of making interest them and also more suitable for learners' needs. state graves's material development is the process of planning by which a teacher can put the objectives and goals of the course into units and tasks (graves & xu, 2000). material developers might write textbooks, tell stories, bring advertisements into the classroom, express an opinion, provide examples of language use, or read a poem aloud. those are the input that can be used to learn the language more effectively. tomlinson also states the criteria of suitable materials; some of them related to this research are mentioned below (tomlinson, 2011). 1. materials should achieve impact. the impact is achieved when materials have a noticeable effect on learners; that is when the learners' curiosity, interest, and attention are attracted. if this is achieved, there is a better chance that some of the languages in the materials will be taken in for processing. materials can make an impact through: a. novelty (e.g., unusual topics, illustrations, and activities); b. variety (e.g., breaking up the monotony of a unit routine with an unexpected event; using many different text types taken from many different kinds of sources; using several different instructor voices on a cassette); c. attractive presentation (e.g., use of beautiful colors'; lots of white space; use of photograph); d. appealing content (e.g., topics of interest to the target learners; questions which offer the possibility of learning something new; engaging stories; universal themes; local references). 2. materials should help learners to feel at ease although it is known that pressure can stimulate some types of language learners, the writer finds that most researchers agree that most language learners benefit from feeling at ease and that they lose opportunities for language learning when they feel anxious, uncomfortable, or tense. materials can help learners to feel at ease in several ways. for example: a. the learner feel more comfortable with materials with lots of white space than they do with documents in which lots of different activities are crammed together on the same page; b. the learner feel more at ease with texts and illustrations that they can relate to their own culture than they are with those who are culturally exotic; c. the learners are more relaxed with materials that are trying to help them to learn than they are with materials which are always testing them. 3. materials should require and facilitate learner self-investment 227 need analysis material development expert validation revision i try-out revision ii final product articles can help them to achieve this by providing them with choices of focus and activity, by giving them topic control and by engaging them in learner-centered discovery activities. 4. the learners' attention should be drawn to linguistic features of the input to help learners to pay attention to linguistic features of authentic information can help them to acquire some of those features eventually. 1. materials should provide learners with opportunities to use the target language to achieve communicative purposes. learners should be given opportunities to use language for communication rather than just to practice it in situations controlled by the teacher and the materials. 2. materials should provide opportunities for outcome feedback feedback, which is focused first on the effectiveness of the outcome rather than just on the accuracy of the output, can lead to a product that becomes a valuable source of input. or in other words, if the language that the learner produces is evaluated in relation to the purpose for which it is used that language can become a compelling and informative source of information about language use. iii. method in this research, the researcher used the educational research and development design. educational research and development is a research design developing educational products, like curriculum, syllabus, textbooks, instructional media, modules, assessment instruments, etc. this research design would like to solve such classroom problems related to educational products. the researcher develops the procedure of educational rd from as illustrated in the figure: figure r&d model of the research adopted from (hyland, 2003) iv. result a. need analysis the researcher starts to identify the problem of students in learning english speaking by giving a questionnaire for obtaining information to eight grade students of mts mambaus sholihin 3 benjeng gresik that consists of 28 female 228 students. the survey consists of twenty questions related to their problems in learning english speaking. the first instrument was close-ended questionnaires for the students. those consists are background knowledge, necessities, lacks wants, goals, input, teacher's role, and students' role. the questionnaires were distributed to the students in march 2019. the researcher gives an interview with the teacher that consists of five questions. before it, the researcher validates the items. b. the result of questionnaires the first question tries to obtain information about when students start to learn english. it can be concluded that most of the students in eight grade of mts mambaus sholihin3 benjeng gresik start in learning english are from kindergarten. question number two is given by the researcher purposed to obtain information about students' opinions of english. from the result above, it shows that most of them say english is important. question number three, the researcher purposed to obtain information about students' feelings in english. it shows that result the question number two the most of them like english. question number four, the information about the researcher purposed to obtain information about skill in english. the result above shows that eight grade students of mts mambaus sholihin 3 benjeng gresik, like speaking ability, it makes the researcher give a particular speaking book. question number five is provided by the researcher purposed to obtain information about learning english in the class. primarily speaking, learning is exciting or not. the result is served that learning english, especially speaking in eight grade students of mts mambaus sholihin 3 benjeng gresik is less attractive. question number six is given by the researcher proposed to obtain information about the importance of english, especially speaking skill. the result is served by 28 students. the researcher concludes that speaking ability is essential. question number seven is given by the researcher purposed to obtain information about their difficulty in learning english. from the result above, the researcher can conclude that the most eight grade students of mts mambaus sholihin 3 benjeng gresik have difficulties in learning is a strategy of education. the researcher tries to give the solution to solve this problem by providing appropriate material about enriching vocabulary. question number eight asks students about the topic that teacher give to students are exciting or not. the results are served above the teacher give matter is less attractive in the class. 229 question number nine, the researcher finds students' improved skills in learning english. from the results above proves that most eight grade students of mts mambaus sholihin 3 benjeng gresik want to improve speaking fluently. question number ten, the researcher asks the students to obtain the need analysis of what they need to supplement the book of speaking. the results are served above. it shows that most eight grade students of mts mambaus sholihin 3 benjeng gresik consider on the importance of supplement book for speaking to help them in sputtering. question number eleven asks the students to obtain the need analysis about weather supplement materials make them diligent in studying english or not. the results are served above. it concludes students of mts mambaus sholihin 3 benjeng gresik are thorough study english if there are supplement materials. therefore the researcher makes supplement books for speaking skills. question number twelve asks the students whether a supplement book for speaking makes them feel happy or not. the results show that they are feeling glad if there is a supplement book for speaking. question number fourteen asks students whether they need pictures for talking books. there are served above. it shows that eight grade students of mts mambaus sholihin 3 benjeng gresik need picture for speaking book. therefore, the researcher gives pictures of talking books. question number thirteen asks what kind of picture to study speaking skill. the results are above. it concludes that they need kind picture for speaking book as topic. question fifteen asks what kind of activity of learning the talking that they choose. there are served that conclude that they like the activity of describing picture. question number sixteen asks to obtain information about the students the manner of learning speaking. it reaches that they want the way that group. question number seventeen asks whether the topic used by the teacher in the class can use in practice. there are served above that shows that eight grade students of mts mambaus sholihin 3 benjeng gresik can't use the topic in class to practice. question number eighteen asks students to obtain information about worksheet what teachers use contents, and exercises are a benefit for speaking skill students or not. the rand the result shows that eight grade students of mts mambaus sholihin 3 benjeng gresik can't use the worksheet to benefit their speaking skill. question number nineteen is given by the researcher about the role of students in learning speaking skills. and the result showed that it indicates that the students are participator in learning speaking. 230 question number twenty asks the students to obtain information about the teacher's role in learning speaking skills. it concludes that the teacher is the controller for students. result of questionnaires, the researcher finds that the students are exciting in learning english, especially speaking skills. but based on their opinion, they have difficulties in studying to practice it. therefore, the researcher develops speaking books as supplement materials based on their needs. v. discussion there is one set interview that has been done by the researcher. she is the specialist, and this interview is essential to know the signs of english lessons and get some inputs to develop the english speaking material. the subject is the english teacher in eight grade of mts mambaus sholihin 3 benjeng gresik. the questions consist of five issues related to the problems of teaching and learning english speaking. there aimed to get information from the teacher about the teaching and learning process. therefore, the researcher also has an idea to change the method to be describing picture. the researcher has thought that conversation should be developed in instructional material. based on this idea, the researcher writes some documents about the topic in each chapter. and then the teacher gives some picture to students. after that, the students describe the picture by themselves as their partner. at last, they are usually practice and confidence when they have to speak with their friends. the result of the script above it showed that the students need a supplementary english speaking material. because lks (worksheet) that they used in class does not interest them. the supplementary english speaking material is based on describing picture. material development from the result of data obtaining questionnaire, interviewing and analyzing lks of curriculum 2013, the researcher decides to develop the speaking skill of eight grade students of mts mambaus sholihin 3 benjeng gresik. based on the data above, the researcher finds that the students need to improve their speaking ability to help and understand them in speaking material. the researcher completes the appropriate equipment for eighth grade students of mts mambaus sholihin 3 benjeng gresik in terms of topic and level based on the result of the data above. most of them have not already mastered the basic competence of productive skills, especially speaking ability. the lks used by the students doesn't give enough need for students; in other words, it is not useful for developing students' speaking skills. therefore, the researcher tries growing lks to be a supplement book of speaking. 231 the researcher puts seven chapters adopted from the lks book of students, under the section: it's english time, you can play the guitar, you must do it, you are invited, my mother is chef, you are cleverest in the school, my football experience. the development of the material is placed in additional content and some activities of pictures as media to help and improve their speaking. there, students expected active to speak english well. expert validation then, the product needs to be validated to validator to improve the quality of it. this process aimed to get comments, suggestions, and feedback from experts for the development of the materials. two experts involved the invalidation process. their competence and contribution are needed to make the quality of product to be better and applicable well. they are lectures of english who have many experiences in teaching and learning english subject. revision the first expert validates that the cover of book is good enough. the combination of the color and picture can be unusual for the object that is eight grade students of islamic junior high school. the second expert validates that the content of the book is still less some explaining, examples, and need down the level. therefore, the researcher revises the book is better as the comment and suggestion of validator. try-out the next step to get an evaluation from the expert is conducting the try out for obtaining the feedback for the second revision. this process purposes to know whether the product is good enough to apply for still needs correction. the researcher conducts the try out in 2019 may 2nd until may 6th, 2019. first, the teacher asks students what the topic. then, the teacher explains the grammar of the topic. then students can ask the teacher about what they have not been understood. after that, the teacher gives activities using picture to the individual or small group of students. and then, the students are ordered to do some related activities to know how far the students understand the material. the action may be an individual activity or small group activity. the events can be usual to practice their speaking. after doing tryout, most students can be easier to understand and comprehend the materials through the developed supplementary english speaking materials using describing picture. and also, they will be more comfortable to learn speaking skills. the syllabus and the lesson plan are prepared as a guideline in conducting try out from the result of the tryout; the researcher finds that the book is appropriate to help the students. 232 based on questionnaires after the tryout, it was found that from 28 students of mts mambaus sholihin 3 benjeng gresik that the first questionnaire, students answer like the cover of book 100%, dislike 0%. it concludes they like the cover. the second questionnaire, students answer like supplementary english speaking book 100% and hate 0%. it shows that they want it. in the third questionnaire, students answer like 50% and dislike 50%. it concludes that the need to add be strong interest. the display of the book, students, answered 100% that display is captivating. from 28 students that like with the topics provided in the book, even 100% of students say that the deciding issues of the book are suitable for them. students answered that the book could help students to study speaking is 100%. from 28 students, 50% answered the book can help them, 50% say that it makes them confused. there are 28 students or 100% answers the question in the task efficiently and correctly. the explanation of the materials in the contents of the book based on 25 or 70% the opinion of students is so bright and 30% said it is not clear. the systematic of the materials of the book is thus suitable for students to need; it is according to the opinions of 28 students or 100% in the class is agreeing. in conclusion, the book is ideal for them can help them to increase their speaking skill more actively and productively before. after conducting the tryout, the researcher did the second revision based on the result of the questionnaire given to the students in the tries out process. based on it, the researcher found what want students from the materials, and there isn't significant revision for each case. it is the last step of correction to make the product is better and acceptable, and also the book is all ready to be published. shortly, the book is appropriate and suitable for learners' needs to get the target of the teaching and learning process. final product the last step is the final product after finishing some process; there are two revisions, expert validation, and tryout. therefore, the researcher gets the results of those, and the book can be completed both design and contain. the final product of speaking material can be published under the title" explore english!". 0 5 10 15 20 25 30 yes no 1 yes no 2 yes no 3 yes no 4 yes no 5 yes no 6 yes no 7 yes no 8 yes no 9 yes no 10 the evaluation after tryout yes no 233 the book designed as exciting and easy as possible to help the students' speaking skills. this book contains the seven chapters, and those are chapter 1 "it's english time," chapter 2 "can you play the guitar?", chapter 3 "you must do it," chapter 4 "you are invited," chapter 5 '" my mother is chef," chapter 6 "she is the cleverest student in the school," chapter 7" my football experience." the english speaking material of this book is developed based on students' need of eight grade students of mts mambaus sholihin 3 benjeng gresik. that consists of some elements of each chapter and four activity using picture each section to easy to practice that of the book to be comfortable and interest students in studying it. vi. conclusion eighth grade students of mts mambaus sholihin 3 benjeng gresik are students who are lazy to study english because during learning didn't make them increase their english. and also, lks (worksheet) is dominant it the content of the lks is not exciting and less relevant to the students' needs. therefore, the researcher makes the product as supplementary english speaking book to help them can increase their speaking skill. this product has been validated by two experts and getting good value from them. this product has also been tried out to the students. the result is excellent. most students like this book because it is suitable for their needs and supporting them in learning speaking. in conclusion, this product is designed and improved by the students' needs and suitability of the product to overcome students' problem in learning speaking process. from the development process, it has produced a supplementary english speaking material using describing picture method for of mts mambaus sholihin 3 benjeng gresik. the development book includes the introduction and description contents vii. references amalia, l. r. (2016). the implementation of describing picture strategy in teaching speaking to the eighth grade of smpn 5 ponorogo in the academic year 2015/2016. stain ponorogo. asfa, i. a. (2010). the effectiveness of using describing picture to improve students' speaking skill in descriptive text (an experimental research at the eighth grade students of smp h. isriati semarang in the academic year of 2010/2011). iain walisongo. aziz, i. n. (2019). developing english reading book for college students of inkafa based on monitoring strategy. jalie; journal of applied linguistics and islamic education, 2(2), 279–304. https://doi.org/http://dx.doi.org/10.33754/j alie.v2i2.183 aziz, i. n., & dewi, y. a. s. (2019). the concept of language environment: a descriptive study at madrasah aliah keagamaan gresik. edukasi: jurnal pendidikan islam, 7(2), 1–23. aziz, i. n., & dewi, y. a. s. (2020). the use of powerpoint as media of language teaching on students' speaking skill. humanities & social sciences reviews, 8(1), 344–358. brown, h. d. (2000). principles of language learning and teaching (vol. 4). longman new york. brown, h. d., & abeywickrama, p. (2010). principles of language assessment. language assessment: principles and classroom practices, 234 25–51. farhadi, a., hejrati, m., sadeghi, m. a., young, p., rashtchian, c., hockenmaier, j., & forsyth, d. (2010). every picture tells a story: generating sentences from images. in european conference on computer vision (pp. 15–29). springer. graves, k., & xu, s. (2000). designing language courses: a guide for teachers. heinle & heinle boston, ma. halim, m. l. al. (2018). the effectiveness of pair work and group work on students' achievement in giving writing task. jalie: journal of applied linguistics and islamic education, 02(02), 225–253. https://doi.org/https://dx.doi.org/10.33754/j alie.v2i2.181 hyland. (2003). research fo material development in language learning. (b. tomlinson & h. masuhara, eds.) (first). new york: blackwell publisher. kano, f. y., & fardyansyah, f. (2015). the use of describing pictures in teaching speaking to the seventh grade students. english education, 3(1). kholis, m., & aziz, i. n. (2020). the effect of project-based learning on sstudents vocabulary achievement at second grade of islamic junior high school. jeet, journal of english education and technology, 1(01), 1–19. retrieved from http://jeet.fkdp.or.id/index.php/jeet/article /view/1 mulyawati, f. d. (2017). designing a bilingual coursebook for the first graders of elementary school. universitas mercu buana yogyakarta. paputungan, n. a., otoluwa, h. m., & machmud, k. (2018). developing supplementary english speaking materials for nursing vocational school. european journal of english language teaching. tarwiyah, s. (2002). game songs and practical ideas to teach language a supplementary book for language teachers. thakur, v. s. (2015). using supplementary materials in the teaching of english: pedagogic scope and applications. english language teaching, 8(12), 1–6. tomlinson, b. (2011). materials development in language teaching. cambridge university press. 116 journal of english education and technology vol. 01 no. 02, june 2020, pp. 116-134 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) the effectiveness of cooperative learning on reading comprehension skill muhimatul alfiyah an english teacher of mts al ikhwan kemudi duduk sampeyan gresik muhimmatulalifiyah@gmail.com1 abstract this study aims to know the effect of cooperative learning of typescript strategy on reading comprehension. in the existing knowledge and skill, students viewed as a subject, not an object, and students more important between teach. despitefully, students, took a hand, attempt, and do with her that the learning, whereas in education refers to current knowledge and skill, the function teacher makes in invention a condition that it may students the developing optimal. this research forms the research of pre-experiment research. the population of this study was the seventh grade of mts al ikhwan kemudi duduk sampeyan gresik. the method of data collection used is test and observation. the research started by giving pre-test and post-test. the data of the experiment were analyzed by using t-test formula to know the difference of the student’s individual in reading comprehension between cooperative learning in reading comprehension. the result of data analysis and the consideration result of research about the realization cooperative learning of typescript in reading comprehension skill in mts al ikhwan kemudi duduk sampeyan gresik, be able to procurable that follow: 1. the activity of the teacher, while apply of cooperative learning typescript that has implementable well, the teacher has effective in apply of cooperative typescript. 2. see from the achievement of students in test pre-test and post-test reading comprehension skills; the cooperative learning typescript is very effective use as method learning in mts al ikhwan. keywords: cooperative learning, typescript, reading comprehension http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:muhimmatulalifiyah@gmail.com1 117 i. introduction in the globalization era, constricts progressively its formative effect the world technology, telecom, and transports arises trend. similarities and uniformities of individuals, groups, and social systems that pass even erase traditional bounds (kholis & aziz, 2020). so even with education, progressively its amends epoch, which colored by globalization; therefore, training also can balance and develop quality and quantity that gets default and get international level. education is a long-term project in all states, included indonesian. education constitutes in its activity involves a lot of people, amongst that educative participant, educator, administration, society, and parent. therefore, that education aims can be reached effectively and efficiently, and anyone can be interested in understanding bound up individual behavior (mahmud, 2017). in indonesia, english is a foreign language because the english language is an international language (aziz & dewi, 2019). this condition, english, is difficult for indonesian students. they have limited time to practice the language. a foreign language, like a native language, requires a lot of practice. to master a language, students should use it in daily activities through real practice. reading is an activity while a person sees text and gives meaning to the written symbol on text (aebersold & field, 1998). text and reader are two entities physically necessary for its happening process reads (aziz, 2019). although such, interaction among readers with text that constitutes read actually. in that interaction, the process is happened by who done by the reader to text (subadiyono, 2014). reading comprehension is often discussed in terms of being a process involving the integration of decoding ability, vocabulary knowledge, prior knowledge of the topic considered, and relevant strategies to make sense of a text and understand it (kintsch & kintsch, 2005; pressley & block, 2002). in process understands text, the reader will do a number simultaneously task ranging about building order by recognizes written sign, the achievement orders by determining to mean on series work, and understanding what does become writer's 118 intention. text grasp happens when upon read, a reader can rebuild meaning. meaning rebuilding up to understands happening text in many levels of word recognition until the application is reader science for interpreting a text and makes inference. reading is necessary when students further their study, especially at the university level. they need good reading skills for acquiring knowledge and learning new information. however, we can see that most students’ reading abilities are not good enough to do so (wichadee, 2005). and learning reading is one process that involves some skill and experience that is variable. it clings to study to crack a code individual. student intermediates not just after understanding the content of one task in english language reading. but, to increase students’ reading quality in learning can understand earlier one english task by using the facility which needs. there are many efforts done by the indonesia government for increasing english teacher quality. learning constitutes a system that comprises of the component which interaction one by another one. that component covers as follows: material, method, and evaluation. component fourth that learning has to be noticed by the teacher to chooses and determine learning models. being active is student contemns just because of learning, which gets center on learns. because the teacher just utilizes a learning model that gets the conventional character and a lot of dominated by the teacher, so begets being active student contemns (rusman, 2011). therefore, we need a learning model that can increase student creativity in learning processes that marked by the advance of student activity, so the student gets the point of that learning. on active learning, the student looked like the subject, not object, and learning is accentuated more than teaching. despitefully, students come on to participate, try and do themselves, which is being learned, meanwhile, in learning that points on active learning. the learning reading alternative is a cooperative learning typescript. cooperative learning is a learning model by using a system 119 of grouping or a small team that is heterogeneous, and it means that in each study group or team of each various types of characters consist of student participants both sexes social strata ability different academies (sanjaya, 2006). in order, students can play along with their peers, and they have to have some skills and understanding. therefore, the ability of an individual to collaborate have to be coached and accustomed, the environment which loaded in various aspect of skill and which is suitable for an individual to coach skill and understanding, to collaborate in an educational institute, so long as school gives enough opportunity to be coached. it’s that cooperative skill in a learning activity that is purposely being performed (rusman, 2011). cooperative learning is not the same as simply learning in groups. some elements distinguish cooperative learning in group various done carelessly. implementation procedures in the cooperative learning model will correctly enable teachers to manage the classroom more effectively. the cooperative learning model will be able to foster effective learning that is learning allows students to learn and use. to reach a maximum results, there are five model deep elements cooperative learning that can be applied, which is: a) positive interdependence, b) personal responsibility, c) face to face primitive interaction, d) interpersonal skills, e) group processing (suprijono, 2011). ii. review of literature understanding of cooperative learning typescript cooperative is acting together with a common purpose (hornby & cowie, 1995). whereas learning is the process through which experience causes a permanent change in knowledge and behavior (woolfolk, 1990, 2016) of that definition gets to be concluded. learning is something that did by student not is made for the student. learning constitutes an educator effort to petrify participant education to do studying activity. if cooperative learning comes from cooperative's word with the meaning work, something equals mutually help one same another as one group or one team. in cooperative learning methods, students work together in four-member teams to 120 master material initially presented by the teacher (slavin, 1988). work in one group consisting of three or more members on its reality can give energy and alone benefit (johnson & johnson, 2008). they conclude that by use of strategy, students can investigate the test directly. they analyze if the reward's collaboration and structure task influence can usufruct learning positively or not. besides, also recommends marking sense agglomerate unity step-up, the behavior is cooperative, and among the group, relationship passes through to procedure that cooperative learning. one assumption which constitutes cooperative learning development is that emerging synergy through collaboration will increase much greater motivation instead of passes through environmentally competitive individual (huda, 2013). cooperative means individuals seek outcomes that are beneficial to all other groups’ members. cooperative learning is the instructional use of small groups; they allow students to work together to maximize their own and each other as learning (santrock, 2018). based on descriptive cooperative learning is contain collaboration means in achieving with ear eye effect. cooperative learning is a learning model where student studies and work deep little groups collaborative that its member 46 person with heterogenous’s agglomerate structure (slavin robert, 1995). cooperative learning provides a conceptual framework for the teacher to plan and tailor a cooperative learning strategy according to their circumstances, students' needs, and school contexts. learning shall emphasize collaboration in agglomerate to reach the effect the same. therefore, cooperative adverbial instilling needs to be done. for example, appreciate has to say others, push participates, audacious asks, pushing friends for asks, take turns, and task share. cooperative learning is a group strategy learning that involves students' active collaboration to achieve our objective (eggen, kauchak, & harder, 1996). cooperative learning stacked to increase participation students, the facility for students with observation posture 121 leadership, and decide on the group, allowing students to interact and group learning with students a different set of backgrounds (kuncoro, 2008). methods of cooperative study, the focus on oral communication, drafting and editing of written assignments, and the emphasis on the proper selection of reading matter, for example, are common experiences for many pupils in the early years of secondary school. gcse has encouraged teachers to experiment further with such approaches with all age groups, with the result that the secondary english course should become a coherent whole; gcse will not be seen as a bolt-on necessity but a natural development of what has preceded it (sainsbury, harrison, & watts, 2006). cooperative learning constitutes learning model by use of agglomeration system or small team, and there is between four until six people that have academic ability backgrounds, gender, race, or tribe that variably (heterogeneous). do the estimation system for the group. one each lot will get appreciation if capable group point out achievement that regulations. so, each group member will have positive. dependence kind of that is that succeeding will concern individual accountability interpersonal group and skill of each group. any members individuals will mutually help they will have motives for group successes, so each individual will have a chance same to give contribution after group success (sanjaya, 2006). in the cooperative learning method, the realization of individual objectives is dependent on the overall success of the group. therefore, the ones who want to be successful are forced to help other group members. according to wilkinson (1994) states that cooperative learning enables fast learners to help, respectively, slow learners in terms of improving their skills. in other words, every learner struggles to develop both themselves and other group members because they are aware of the fact that the success of the group depends on the performance of each individual (bolukbas, keskin, & polat, 2011). cooperative script is one of learning strategy where student work coupled, and alternate word-of-mouth deep recapitulate to 122 help student thinks systematic from concentration on tutorial material. the student also being coached for mutually is cooperative in the congenial atmosphere (huda, 2014). cooperative script constitutes to methodic studying where the student works to force and alternate wording of mouth to recapitulate, part of material which are studied (suprijono, 2011). so in the script method, all group member needs to work to solve the task. students can not finish until all group members finished. advisable task or activity to be designed in such a way face, so each member doesn't complete its own as but collaborates to solve one product the manner the same. definition of reading comprehension reading may be one of the single most important skills that a person can acquire. it is generally taught at a very young age, beginning before kindergarten. the national reading panel has stated that there are five specific practices that teachers should be used when teaching children to read or when helping them improve their reading skills. reading is an active skill. it always involves guessing, predicting, checking, and asking oneself questions. this should be taken into consideration when devising reading comprehension exercises. it is possible, for instance, to develop the students’ powers of inference through systematical practice or introduce questions that encourage students to anticipate the content of a text from its title and illustrations or the end of a story from the preceding paragraphs. there are two conflicting views about the reading process, its between topdown and bottom-up processing. in metaphorical terms, this can be linked to the difference between looking down something from above-getting an overview-and, on the contrary, being in the middle of something and understanding where we are by concentrating on all the individual features. it is the difference between looking at a forest, and studying the own trees within it (harmer, 2007). 123 reading comprehension is not a single step or an easily acquired skill. it is a very complex process that teachers find it difficult to teach. comprehension is a process that involves thinking, teaching, past experiences, and knowledge. the foundation of reading comprehension is word identification and decoding. as individuals get better at these skills and can read words, they have to move into learning the actual meanings of the words they are reading. knowing and understanding what is being read is the key to comprehension (harvey, 2012). when reading a passage, students must be able to hold one paragraph in their memory and associate it with the next. working memory must link paragraphs together so that the main ideas can be understood at the end of a reading. text comprehension occurs when the brain’s frontal lobe can derive meaning by processing the visual and auditory input that resulted from the reader’s prior knowledge (feinstein, 2006) reading comprehension strategy strategies to build comprehension are available to increase neural efficiency at each step of the comprehension process. skilled readers comprehend more successfully than less skilled readers because skilled readers use strategies such as activating background knowledge to comprehend text and to draw valid inferences about what they have read (willis, 2008). learning reads to fill text (content is area) in performs, the instructor reads to need regards some things to be able to perform as which be wanted. according to readence (1985), as a great hand at learning read, particularly happy reading's area, passing on learning reads to amount to the recommendation which worth bound up with that thing. fomentation that is meant is (1) present contents and processes concurrently, (2) provide road maps on all learning aspect before, up to, and after reads, (3) utilize all process audio-lingual to help to study of the text, (4) utilize little group to increase studying, (5) patient deep implementation strategies (alvermann, smith, & readence, 1985). type of reading 124 according to (anderson, 2016) reading ability can be improved by teaching how to read for particular purposes. the combination of our daily encounters texts and our needs to read in different ways in education, and professional setting requires that we read differently depending on the context and our goals and motivations (grabe, 2009). to help students, some activities are used in the classroom to promote the development of reading skills in our learners. the discussions below centers on the major types of reading activities that can be implemented as follows: a) discussion discussion is probably the most commonly used in the speaking skills classroom activity (celce-murcia & mcintosh, 1991). it is a common fact that beneficial discussion activity for the teacher to activate and involve the student in classroom teaching. typically, the student is introduced to a topic via reading, listening passage, or a videotape and are then asked to get into pairs or groups to discuss a related topic to come up with a solution, a response, or the like. normally, people need time to assemble their thought before any discussion, and that is something that needs to consider. so, the teacher must take care in planning and setting up a discussion activity. she classifies the several steps that should be done by the teacher before starting the discussion activity that is: first, planned (versus random) grouping or pairing of students might be necessary to ensure a successful discussion outcome. second, students need to be reminded that each person should have a specific responsibility in the discussion, whether it is kept on time, take note, or report results. and finally, students need to be clear about what they are to discuss, why they are discussing it, and what outcome is expected. to manage a good discussion activity, the writer concludes that the steps above are essential to do because most teachers hope that they will be able to organize discussion sessions in their classroom, particularly if the exchanges of opinions provoke spontaneous fluent language use. b) reading to search for information (scanning) 125 when we want to locate some specific information, we engage in search processes that usually include scanning and skimming (aziz, 2019). if we had read a chapter in a book and want to check when james watt invented his version of the steam engine, we might first try to recall the context in which that discussion had occurred, then skim through the chapter to find the most likely pages, and then scan those pages for suitable information.both skimming and scanning are processes carried out at very high speed with high rates of words per minute. c) skimming skimming is also used for a variety of other reasons, and so maybe seen as a superordinate purpose. we skim when we want to determine what a text is about and whether or not we want to spend more time reading it. we skim when we are expected to read a more difficult text so that we have a sense of where the text so that we have a sense of where the text will lead us and what we may need to know to understand it.we skim when we need to word through many texts and want to decide which texts to focus more attention on. we also skim when they are under intense time pressure and need to reach some decision about the usefulness of the information in a text (grabe & stoller, 2018). according to christine nuttal, the idea that some words in a text may be ignored or skipped will certainly seem strange to students accustomed to the plodding word by word. still, the techniques of skimming and scanning require the distinction between the two is not particularly important. in both, the reader is not reading in the normal sense of the word but is forcing his eye over the print at the rate which permits him to take in only, perhaps, the beginning and ends of paragraphs (where information is often summarized). chapter headings, subtitles and so on (nuttall, 1996). d) intensive reading intensive reading is related to further progress in language learning under the teacher’s guidance. intensive reading will provide a basis for explaining difficulties of structure and for extending knowledge of vocabulary and idioms (patel & jain, 2008). 126 intensive reading material will be the basis for a classroom activity. it will not only be read but will be discussed in detail in the target language, sometimes analyzed and used as a basis for writing exercises. e) extensive reading material for extensive reading will be selected at a lower level of difficulty than that for intensive reading. the purpose of extensive reading will be to train the students to read directly and fluently in the target language for enjoyment without the aid of the teacher.extensive reading can be made the basis for oral reports, to the rest of the class, or full class discussion (patel & jain, 2008). f) aloud reading reading aloud also plays an important role in the teaching of english. the teacher should know that the training of reading aloud must be given at the primary level because it is the base of words pronunciation. if it has not cared, it will vary difficult at the secondary level (patel & jain, 2008). g) silent reading silent reading is an essential skill in teaching english. this reading should be employed to increase reading ability among learners. silent reading is done to acquire a lot of information. the teacher has to make them read silently as and when they can read without any difficulties (patel & jain, 2008). iii. method research design uses in this research is an experiment research method by the formula one-group pretest-posttest design: pre-test independent variable post-test 𝛾1 x 𝛾1 𝑌1: pre-test and post-test 𝑋 : independent of variable this part deals with the method and procedures of the research. the discussion focuses on research design, population, researcher of variables, data collection technique, and data technique analysis. the data analysis in this research used by the experimental study, the result of observation effectiveness students that do by an observer while cooperative activity learning with style, for review to usufruct experimental that used pre-test and post127 test design’s group or effectiveness treatment. this research does observation to observe the effectiveness of cooperative learning typescript. and the process of application or implementation of cooperative learning typescript in reading comprehension skill. agree with the kind of data, and then the writer used technique analysis data, the following technical analysis presents. all of the result collection data from resources research will research by writer applied descriptive analysis, is explain data procurable used calculation presents or casually with relative frequency. iv. result and discussion results the appropriate data collection method will plan as follows so that the effect of research can be rated at about to being two is the observation and test of achievement students. this result of research building on the data procurable from the activities research will been impracticability in the class seventh grade students of mts al ikhwan kemudi duduk sampeyan gresik. the result will explanation comprise activities of the teacher with the observation of application strategy cooperative learning typescript and effectiveness cooperative learning typescript in reading comprehension skill. the data for activities teacher in this data procurable from the result of observation while cooperative learning typescript last and use look for step effectiveness of indicator will be used by teachers and students concerning the implementation of cooperative learning typescript. table 1 tabulation of the result observation application activities teacher in the cooperative learning type script. 128 for the data analysis about application method cooperative learning type script, writer uses the formula prosentase. to beforehand will look for answers to ideal is yes. from the result of observation on there, be able to know the ideal value one total frequency 11 originated from 13 items question. therefor know application method cooperative learning typescript, used the formula the following: p = 𝐹 𝑁 x 100% p = 11 13 x 100% p = 84.61% from the result observation activities teacher in the application in there, so can conclude that activities teacher in cooperative learning typescript more effective. because in cooperative learning, typescript has many step activities to the application, cooperative typescript have undivided. with the ability teacher in this activity by acquiring the mean value of 84.61 %, whereas the activities insatiable with acquiring the mean value of 15.38%. and can look for mean result observation concerning a teacher in application cooperative learning typescript as big 84.61%. so, the ability teacher in the process of learning categorical strong. the steps application in cooperative learning typescript score yes no the beginning application activities a. deliver of the introduction √ b. teacher make pre-test √ c. teacher mention the objective of learning √ d. teacher give motivation √ the gist of application activities a. teacher disport students for grouping √ b. teacher disport lesson each students for reading narrative test and form resume √ c. teacher and students to apply who is the first speaker and who is the audience. √ d. teacher across and observation students read and expostulate √ e. teacher across students for finish the problem √ the last application activities a. teacher give opportunity to students for conclude group test √ b. teacher and students make conclusion of the lesson √ c. teacher doing reflection √ d. closing the lesson √ total 11 2 129 the data of value pre-test and post-test student in reading comprehension this data procurable from the resulting test before and after the cooperative learning typescript last. and use for the procurable achievement students in cooperative learning typescript in reading comprehension. no subject pretest post-test 1 ana 40 70 2 aka 50 80 3 af 60 80 4 aaf 50 70 5 dar 60 80 6 dmf 40 70 7 eka 40 70 8 hsm 60 90 9 iwn 50 80 10 mffa 50 70 11 mfw 30 60 12 mzs 40 70 13 pi 50 90 14 pma 70 90 15 swk 60 90 16 vij 50 80 n= 16 y1=800 y2=1240 from on the table explains result test achievement students before application and after application cooperative learning typescript in reading comprehension skill at the seventh-grade students of mts al ikhwan kemudi duduk sampeyan gresik. test method with the total item 20 questions composed of 10 questions before application and ten questions after application cooperative learning typescript with a total of 16 students. the data analysis the data analysis form contents from research, with the data analysis that be intended to born out or “t” test propriety on hypotheses, have forward is for try propriety about the effectiveness cooperative learning typescript in reading comprehension skill at the seventh-grade students of mts al ikhwan kemudi duduk sampeyan gresik. table 3 the result pre-test and post-test pre-experiment no subject pretest post-test gain (d) (posttest-pre test) 1 ana 40 70 +30 2 aka 50 80 +30 3 af 60 80 +20 4 aaf 50 70 +20 5 dar 60 80 +20 6 dmf 40 70 +30 7 eka 40 70 +30 8 hsm 60 90 +30 9 iwn 50 80 +30 10 mffa 50 70 +20 11 mfw 30 60 +30 130 12 mzs 40 70 +30 13 pi 50 90 +40 14 pma 70 90 +30 15 swk 60 90 +30 16 vij 50 80 +30 n= 16 x1=800 x2=1240 ∑d 440 no d xd (d-md) 𝑥 2𝑑 1 +30 2.5 6.25 2 +30 2.5 6.25 3 +20 -7.5 56.25 4 +20 -7.5 56.25 5 +20 -7.5 56.25 6 +30 2.5 6.25 7 +30 2.5 6.25 8 +30 2.5 6.25 9 +30 2.5 6.25 10 +20 -7.5 56.25 11 +30 2.5 6.25 12 +30 2.5 6.25 13 +40 12.5 156.25 14 +20 -7.5 56.25 15 +30 2.5 6.25 16 +30 2.5 6.25 n=16 ∑ 𝑑= 44 500 md = ∑ 𝑑 𝑁 = 440 16 = 2.75 t = md √ ∑ 2dx n (n−1) = 27.5 √ 500 16(15) = 27.5 1.44 = 19.09 discussion the researcher observes from the data analysis above that, strategy cooperative learning typescript has applicator in mts al ikhwan kemudi duduk sampeyan gresik, with result students learning that effective so that have the effectiveness cooperative learning typescript in reading comprehension skill. the discussion from cost-effectiveness between result achievement pre-test and post-test not signed negative, the mean get to conclude that between two result achievement that signed correlation positive with analysis “t” test that procurable value 19,09. the strength of result data analysis the effectiveness student over have the conclusion that comprehension students about model cooperative learning type script that is very big. and get acceptance by students and used as model learning. so that alternative hypothesis (ha) that forward know that model cooperative learning typescript is very effective to increase reading comprehension skill at the seventh-grade students of mts al ikhwan kemudi duduk sampeyan gresik. from the finding over, so know the effectiveness of cooperative typescript in reading comprehension very effective because this method is correct for junior high 131 school to coached students in exportable skill, although cost-effectiveness in learning until very increasing to reading comprehension in learning. v. conclusion the building on the result of data analysis and discussion in this research, the researcher can draw many conclusions as follow: by mean of application strategy cooperative learning typescript can produce the learning process that gratifies and teacher get to optimize the method learning can make being active students in by mean of grouping learning or cooperative learning. the achievement of procurable students in cooperative learning typescript in reading comprehension is outstanding and well enough, useful reading comprehension students are very increasing because while learning reading. we always comprehend the lesson that passing by a teacher very gratifies and not dull. strategy cooperative learning typescript in reading comprehension very effective and efficient increasing learning students. then know that cooperative learning typescript in reading comprehension very useful. vi. references aebersold, j. a., & field, m. l. 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(2016). educational psychology: active learning edition. pearson. 135 journal of english education and technology vol. 04 no. 02, june 2023, pp. 135-147 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) challenges faced in teaching english to young learners: a case study of gresik islamic school ivan nurseha universitas kiai abdullah faqih gresik ivan.nurseha@gmail.com abstract teaching english to students who lack prior knowledge, have a different first language, and possess diverse cultural backgrounds presents a significant challenge. this study employed a case study design to explore the perspectives of teachers regarding the instruction of english to young learners attending an islamic school in gresik, indonesia. the study involved six english teachers from the selected school as participants. a qualitative methodology was utilized, and data were collected through interviews. the findings indicate that the teachers who participated in the study faced various challenges during their teaching, including (1) limited prior knowledge of english, (2) lack of motivation, (3) negative attitudes towards the english language, (4) time constraints for english study, (5) inadequate teaching and learning resources, (6) disorderly classroom environments, and (7) speaking anxiety. with assistance from others, the creativity of teachers, and collaborations with their peers, the teaching and learning process can be facilitated under certain conditions. keywords; english young learners (eyl), elementary school, english teacher, and teacher perception. http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:ivan.nurseha@gmail.com 135 i. introduction teaching english to students with no prior background, a diverse first language, and varying personalities is indeed challenging. some teachers find it difficult to establish connections with the material, choose suitable teaching methods, and explain concepts clearly (aziz, 2020). they may underestimate the challenges involved, assuming that the material is straightforward for them, but fail to consider the confusion it may cause to students who are unfamiliar with the given vocabulary. learning a foreign language like english can be especially challenging for students who struggle to acquire an extensive vocabulary. while it might be easy for teachers, it proves difficult for some students (aprilliani, 2021). the primary concern lies not only in the teachers' subject knowledge but also in their background knowledge, methods, and prior experiences with teaching and learning strategies, which significantly impact the english teaching process (aziz, 2019). it is essential for teachers to be well-versed in various teaching and learning methods. this study aims to investigate the obstacles encountered while teaching english as a foreign language and how teachers address them by utilizing their creativity (ilyas, 2018). numerous researchers have conducted studies in the field of teaching and learning english as a foreign language, exploring various aspects such as the challenges faced by teachers and students, potential solutions to address these issues, and other related topics. these investigations have been approached from diverse perspectives, including those of teachers, students, and even parents. it is evident that issues arise within the teaching and learning process, not confined to the english subject. in recent times, there has been a notable increase in studies that specifically examine students' perspectives. for instance, (sabelina, 2021) conducted a research study that delved into students' perceptions of english learning materials during full online learning within the indonesian senior high school context. additionally, (andriyani, 2022) conducted a study that focused on students' perceptions of learning english through blended learning, utilizing an explanatory mixed-method research design. both studies emphasize the importance of understanding students' perspectives in the learning process. in a study conducted by (mohammad, 2021), the focus was on examining the challenges faced by young second language learners in reading, specifically in terms of accuracy, comprehension, and reading speed, utilizing the neale analysis of reading ability test. another research by (nenotek, 2022) explored the difficulties students encounter when writing english academic essays and identified the prevailing challenges using a mixed-method approach. while studies on teachers' perceptions are 136 relatively limited in recent literature, this study aims to contribute to the existing of knowledge by investigating teachers' perceptions of teaching english to young learners in an islamic-based elementary school. the study aims to answer the following research questions: 1. what are the difficulties encountered by teachers when teaching english as a foreign language to young learners in an islamic school? 2. how do teachers handle and address these challenges in their teaching practices? ii. literature review there have been numerous studies dedicated to exploring the challenges in teaching and learning english skills. for example, (humairoh, 2021) conducted research on students' writing difficulties and identified that the main obstacle lies in organizing grammatical structures, including verb agreement, tenses, punctuation, spelling, and sentence structures. the study utilized various research instruments such as non-test instruments, close-ended questionnaires, documents, and semi-structured interviews. the findings revealed that students faced difficulties in utilizing grammar rules related to subject-verb agreement, tenses, punctuation, spelling, and sentence structure. it was concluded that reading extensively prior to writing can be a solution to alleviate students' difficulties in writing essays. in a similar case, (husni, 2020) conducted a study to examine the challenges faced by teachers in teaching english within an indonesian state senior high school setting. employing a descriptive qualitative method, the research revealed several issues encountered by teachers, including: 1) a lack of student interest in learning, particularly in english language lessons, 2) limited availability of school facilities to support instructional media, 3) difficulties in maintaining student focus and concentration during lessons, 4) limited teaching hours, and 5) unstimulating classroom environments. similarly, (zamzami, 2019) conducted research on the teaching and learning of english in an islamic primary school located in gresik. the study shed light on how the curriculum, teaching methods, and teachers' perspectives collectively influence the approach to english instruction in the school. the available literature has examined various aspects such as teaching and learning techniques, specific skill difficulties, and challenges in teaching english at the senior high school level. however, there is a scarcity of research focusing on the elementary school context. therefore, the present study aims to investigate the challenges faced by elementary school teachers in teaching english to young learners, specifically in an islamic school located in east java. to contribute to the existing literature, this study was conducted 137 to depict the challenges encountered by english as foreign language (efl) teachers in teaching young learners. additionally, the study aimed to explore the strategies employed by these teachers to address these challenges. the findings of this research are anticipated to provide insights into effective teaching strategies employed by teachers in the early years english language (eyl) context and shed light on the specific challenges they encounter in their instructional practices. iii. rfesearch methods the research focuses on a specific private islamic school situated in gresik city, east java. this school operates as an elementary school and emphasizes a "bilingual and full-day school" approach. it employs a total of 37 teachers and caters to approximately 400 students across first to sixth grade. apart from the indonesian language, this school also incorporates arabic and english into its curriculum. among the six english language teachers, two do not possess a bachelor's degree in english education. additionally, some of the teachers also serve as homeroom teachers, responsible for subjects within their assigned area. research design the current study utilized a qualitative approach, which aligns with (berg's, 1989) definition of qualitative research focusing on capturing the meaning, concepts, characteristics, and descriptions of phenomena through methods such as interviews. the research design employed for this study was a case study. data collection involved conducting face-to-face interviews with the participants, with each interview lasting approximately ten minutes. the interviews were conducted in the indonesian language. the researchers prepared a set of five main questions, accompanied by three to five additional questions, resulting in a total of eight to ten questions in each interview. the interview questions covered topics such as the teachers' years of experience in teaching english, the challenges they encountered, the strategies they employed to address these challenges, the need for assistance from other teachers, and whether the challenges stemmed from the students themselves. the researchers recorded the interviews and transcribed them into written text for analysis. the research participants consisted of six english teachers from an islamic school located in gresik, east java, indonesia. no name gender teaching experience 1 abdul halim male 10 years 2 achmad fachruddi n male 6 years 3 hilmi male 4 years 4 nasrullah male 7 monts 5 safinatul hikmah female 5 years 6 luluk wardah female 9 years 138 data analysis in analyzing the data, the researchers initially reviewed relevant theories to validate the collected data. the recorded interviews were transcribed, and in the second step, the researchers conducted an analysis by comparing the theory with the data transcripts, which represented the participants' responses during the interviews. finally, the researchers drew conclusions based on their analysis. the recorded data primarily focused on the participants' words and sentences, providing a deeper understanding of how the teachers addressed the challenges encountered in teaching english to young learners, as conveyed by the participants themselves. iv. findings english teaching and learning can become monotonous if teachers lack creativity and a thorough understanding of the material. for instance, incorporating games into the teaching and learning process can make it more engaging compared to traditional writing activities. similarly, armanda (2022) highlighted that gamification can enhance the enjoyment of learning while simultaneously motivating student performance. the traditional method of writing on the whiteboard and having students copy them is outdated. in the present era, it is crucial for teachers to employ dynamic approaches that bring the classroom to life. fortunately, the teachers in this islamic school have demonstrated remarkable creativity, enabling them to overcome many of these challenging problems. however, it is important to note that their collective efforts and solutions are the result of ongoing discussions among the six teachers. in this study, the researchers will provide a detailed explanation of each challenge and how it was addressed by the teachers. non-english prior knowledge: “students who have prior knowledge of english from their time in kindergarten will find learning english easier compared to those who do not have any prior exposure. therefore, the ease or difficulty of learning english is influenced by the students' individual background knowledge.” in each grade, there are a total of 80 students. however, only 35 students in the current year have graduated from an english kindergarten school, giving them a wider background knowledge of basic english compared to their peers. smith (2021) emphasizes that background knowledge has a differential impact on stronger and weaker readers. some students may perceive these english kindergarten graduates as experts in english, even though they simply had the advantage of learning it earlier. the teachers in this case leverage this situation to foster motivation among all students. the students with prior knowledge are encouraged to share their knowledge with their peers, promoting collaboration in groups or pairs. lack of motivation: 139 ”some students exhibit a lack of motivation in learning english and question its importance by asking, "miss, why do we have to learn english? it's difficult." however, they may not realize that english is widely used in various contexts and settings.” according to riyanti (2019), some students lack motivation to learn english despite it being a compulsory foreign language for secondary students. they often question the relevance of learning english. however, motivation and ambition play crucial roles in the teaching and learning process. similarly, yuzulia (2021) found that students' motivation is closely related to their performance and achievement in learning. in order to address the lack of motivation, teachers can engage students by asking them about their future aspirations. for example, if a student wants to become a police officer, teachers can highlight the importance of english in communicating with foreigners. likewise, for students aspiring to become doctors, teachers can emphasize the need for english proficiency when dealing with international patients. to provide students with motivation, teachers can ask them about their future aspirations. this can serve as a reference point for students. for instance, if a student expresses a desire to become a police officer or soldier, teachers can emphasize the importance of english proficiency in those professions. they can explain that being unable to speak english might hinder their ability to communicate with foreigners who may have inquiries or need assistance. the intention is not to scare students, but rather to inspire and motivate them to acquire english language skills. negative perceptions of the english language: “due to english being a second language, many students perceive it as difficult. it is common for them to express their struggles and claim that it is the most challenging subject. they may use various reasons to justify their difficulties, without making an effort or attempting to overcome them. the most challenging situation occurs when they firmly believe that english is the most difficult subject they have to learn.” english is often perceived as the most difficult subject because students have limited exposure to it in their everyday lives. sutra (2020) discovered that students rarely engage with english lessons outside of school and do not gradually build their english vocabulary. in their daily conversations, they are more comfortable speaking indonesian or their local language, which makes them feel unfamiliar with even basic english words. to address this, teachers can take action by introducing common english words and simple questions to the students. for example, they can use greetings like "hello, how are you?" or give instructions in english such as "close the door!" or "open page 23!" these strategies can help students gain confidence in speaking english and expand their vocabulary. “one effective approach is to give commands or instructions in english for basic and general tasks. for instance, instead of saying "tolong 140 tutup pintunya" (please close the door), teachers can use english and say "please close the door." by incorporating english commands in daily classroom routines, students become more familiar with using english in practical situations. however, in the sixth grade, i was surprised to hear some students saying, "why should i learn english when i will continue my studies at islamic boarding schools after graduation?" this statement caught me off guard.” "i don't care about english. i will not learn english anymore because i am going to continue my study at islamic boarding schools." this statement was found in husna's (2019) article, which highlights the significance of english as the world's largest language and its status as an international language. in the context of this islamic school in gresik, the teachers collaborate with parents, recognizing the crucial role of adults in a child's learning process (cahyati, 2019). if the students are planning to continue their studies at islamic boarding schools, it is advisable for parents to seek schools that offer english as a subject. english holds immense importance as an international language widely used across the globe (husna, 2019). furthermore, khalili (2021) suggests that english is often used in conjunction with other languages in many countries, rather than being the sole medium of communication. these factors can be used to persuade students to continue their english learning journey. “my daughter is also in the sixth grade, and she has already informed her mother about her future plans. she said, "mom, when i go to an islamic boarding school, please make sure to find a school that offers english as a subject, okay?" time constraints for studying english: “another challenge that teachers face is the limited time available for english lessons. in our school, students only have two class periods, which amounts to approximately 60 minutes, to cover the material, assign tasks, assess their performance, and provide practice without assigning any homework. it is a school policy that prohibits us from giving homework. therefore, all the instructional material, assignments, and assessments need to be completed within that allocated time frame.” english classes in school typically have duration of 60-90 minutes per week, which is relatively limited for effective english learning. therefore, it is crucial for students to supplement their learning at home with the support of their families. in line with the school's motto of "school without homework," english teachers are responsible for completing the instructional material, assigning tasks, and assessing students' work within the school hours. the students receive their books during class and return them at the designated time. insufficient teaching and learning devices: “one of the main challenges i face is when i encounter a class that does not have access to an lcd. as a teacher, i rely on using videos from youtube as a learning media, including "the portrait of challenges in teaching english to young learners." however, without the availability of an lcd, i am unable to play the videos, which makes it difficult to deliver the material effectively to that particular class.” the effectiveness of a lesson plan is highly dependent on the availability of 141 proper teaching and learning devices. without suitable tools, the learning process in the classroom may not be successful. kholisoh's (2018) study supports the notion that using fun and engaging media is wellreceived by students, especially young learners. fortunately, in this case, the six teachers in the study form a supportive team. if miss a encounters any limitations in her teaching process, she can rely on miss b, who can then turn to miss c, and so on. they have established a system of mutual support, allowing them to count on each other when needed. messy classroom conditions: “maintaining student focus in the classroom can be a challenging task. many students tend to engage in conversations with their friends, daydream, or even feel sleepy during class. one common issue is the tendency for students to engage in conversations with their peers, making it difficult for them to pay attention to the teacher's explanations. this can pose challenges in delivering the material effectively and hinder students' ability to comprehend and retain the information being taught. additionally, some students may resort to drawing or writing on their desks, further diverting their attention away from the lesson.” ensuring students' focus and engagement in the classroom can indeed be a challenging task. students may become absorbed in their own thoughts, feel drowsy, or indulge in daydreaming, making it difficult for them to pay attention to the teacher's instructions or explanations. however, research by cicekci (2019) suggests that teachers can enhance student engagement by demonstrating a genuine interest in their students, adopting a positive approach, and employing diverse teaching methods tailored to individual students' learning levels. these strategies can help capture students' attention and make the learning experience more interactive and meaningful. to address the challenge of maintaining student focus and engagement in the classroom, the teachers employ english songs as icebreakers. fitriana (2021) supports the use of songs as a learning medium in the classroom. for instance, they may use the song "if you're happy and you know it" and have students clap their hands accordingly. moreover, when students engage in conversations with their friends, teachers can use english icebreakers to redirect their attention. astuti (2020) found that icebreakers are effective in creating a more relaxed and comfortable atmosphere in the classroom. an example of an icebreaker activity is the rhythmic clapping sequence: "everybody claps one (students clap once), clap two (students clap twice), silent clap (ssstt sstt), silent clap (ssstt sstt), silent (sssstttt)." this icebreaker activity helps refocus students' attention on the lesson material, as emphasized by aniuranti (2021), who highlights the role of icebreakers in preparing students for class participation and introducing the upcoming lesson. “one of the most commonly used icebreakers in my class is the song "clap your hands." the song's lyrics go, "if you're happy and you know it, clap your hands (clap clap clap)," and 142 students enthusiastically follow the instructions by clapping their hands three times. the phrase "clap your hands" can be substituted with various other actions or words to re-engage and energize the students, helping them regain focus and attentiveness.” speaking anxiety: “despite being capable of speaking, some students may exhibit shyness or reluctance to actively participate in speaking activities. this can be attributed to a lack of practice or confidence in their speaking skills.” initially, students may lack the confidence to speak, even for simple words or phrases. studies by kencanawati (2016) and jaelani (2020) suggest that speaking is often perceived as a challenging skill due to various factors, including fear of making mistakes, shyness, and lack of confidence in pronunciation, vocabulary, and grammar. to address this, teachers collaborate with class teachers to incorporate english into daily routines, such as leading prayers in english before studying or engaging in other activities like eating or going home. by integrating english into familiar and routine contexts, students can gradually build their confidence and speaking skills. “at this school, daily conversations, including prayers, are mastered by both teachers and home teachers themselves. these simple phrases and commands can serve as a reference for students. for instance, before starting activities like eating or studying, students always begin with a prayer. teachers can utilize english to give commands before the prayer, such as "everybody hands up, on the shoulder, in front of the chest, praying before the study, praying start." through this approach, students indirectly learn vocabulary related to body parts, such as chest and shoulder, and practice actions like raising their hands.” in summary, the teachers in this elementary school face seven challenges in teaching english as a foreign language. these challenges primarily stem from the students themselves. the interview data revealed that some students lack background knowledge in english, have low motivation, hold negative perceptions of english prior to trying, and struggle with speaking confidently. additionally, there are technical challenges related to limited time for english instruction, classroom conditions that may be chaotic, and a lack of adequate teaching and learning devices. v. discussion based on the findings, the creativity of teachers plays a vital role in addressing each challenge. roustae (2015) also emphasizes that teachers' perspectives on creativity can significantly impact students' learning process. the way teachers deliver the material, select teaching methods, and choose appropriate learning media are crucial in the teaching and learning journey. while many individuals may have a good understanding of english content, not all of them can effectively convey the material to students without employing suitable instructional methods. furthermore, nurhayati (2021) suggests that teachers should enhance their skills in creating learning media, as it is essential for improving students' learning outcomes and 143 motivating them to learn. teachers must develop their own learning media to identify the most suitable ones for their students. the initial findings indicate that the impact on students can vary depending on the kindergarten they attended. it is important to note that background knowledge is something that can be developed and cultivated. as highlighted by souisa (2020) in "the portrait of challenges in teaching english to young learners," teachers can assist students in building the necessary background knowledge. therefore, the varying capacities of students' background knowledge should not be a hindrance, as it is the responsibility of teachers to foster, activate, and enhance their students' background knowledge. the challenges faced by students in learning english are interconnected. the lack of motivation and negative perceptions of english contribute to difficulties in focusing and feeling sleepy in class (aziz & dewi, 2019). consequently, students may lack confidence in speaking. it is crucial for parents to play an active role in motivating their children. effective collaboration between teachers, parents, and students is essential in the teaching and learning process to address these challenges. latifah and sitti (2021) conducted a study focusing on students' insufficient motivation in learning english. the study revealed that some students show disinterest and lack motivation in learning english. these students are primarily concerned with achieving passing scores without actively engaging with the teacher's explanations. consequently, they exhibit low english competency. the study highlights the correlation between students' motivation levels and their english language proficiency. indeed, the lack of teaching and learning devices and limited study time are challenges that the school needs to address. it is crucial for the school to create a conducive and enjoyable learning environment for students. in addition to providing appropriate materials and achieving learning targets, the school should prioritize students' comfort during the learning process. if teachers feel that the allocated time is insufficient, the school can consider establishing an english club for students outside of the regular weekly schedule. this will provide additional opportunities for students to engage with the english language in a fun and relaxed setting. the sixth challenge is the messy classroom conditions, which contribute to students feeling sleepy and struggling with unfamiliar words. to address this, teachers can familiarize students with the words by repeating them consistently and using them in various contexts. continuous repetition helps students memorize and automatically apply the words in sentences. additionally, parents can support their children's learning by paying closer attention to what they have learned in school and conducting additional 144 drills at home. this collaboration between teachers, students, and parents can be mutually beneficial. teachers can facilitate easier drills, students can acquire more vocabulary, and parents can be satisfied with their child's progress. pek (2020) highlights the significant impact of parental involvement on a child's academic achievement. the research conducted by mihara (2018) explores the issue of students falling asleep at japanese universities, which is a common phenomenon. several potential reasons for this phenomenon are identified, including everyday fatigue from commuting, difficulty in maintaining concentration during a 90-minute lesson, and lack of motivation to learn. the study also suggests that conducting a vocabulary test at the beginning of class proved to be an effective method of motivating students. while there is a similarity between this study and the present study in terms of the challenges faced in teaching english as a foreign language, the difference lies in the number of challenges identified. the present study identifies eight challenges and proposes solutions, whereas the previous study only identified three challenges. in a previous study conducted by husni (2020), similar to the present study, the challenges faced by teachers in teaching english as a foreign language were discussed. however, there is a difference in the number of problems identified. husni (2020) identified five problems, whereas the present study found eight challenges. interestingly, the three additional problems identified in this research were also found in husni's (2020) study. another previous study by humairoh (2021) focused on students' perceptions and specifically examined the writing skills in teaching and learning english as a foreign language. in contrast, the present study covers a broader scope of teaching and learning english in general and examines the perceptions of teachers rather than students. it is hoped that this research will provide valuable insights for other researchers conducting studies related to this topic. furthermore, future researchers can explore students' perceptions in addressing the challenges of learning english as a foreign language, thereby contributing to a more comprehensive understanding of the subject. in conclusion, the challenges faced by teachers in teaching english as a foreign language predominantly stem from the students themselves. the findings discussed above reveal that students lack confidence in speaking, struggle to maintain focus, easily feel sleepy, perceive english as difficult, lack motivation, and hold negative perceptions of english. these student-related issues pose challenges for teachers. to ensure a successful teaching and learning process, the active participation and collaboration of students, teachers, and parents are crucial. the collective effort and support of all 145 stakeholders are necessary to create a conducive learning environment and facilitate effective teaching and learning experiences. vi. conclusion teaching english as a foreign language presents various challenges, particularly in an environment where english has limited practical use (songbatumis, 2017). english teachers in this islamic school in gresik face several challenges, including students' lack of prior english knowledge, low motivation, negative perceptions of the english language, time constraints, inadequate teaching and learning resources, messy classroom conditions, and speaking anxiety. despite these challenges, teachers can overcome them by utilizing their creativity, seeking assistance from others, and collaborating with other stakeholders. by addressing these challenges, the teaching 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(2019). a study of the teaching english for young learners at islamic elementary school islamiyah gresik. akademika: jurnal manajemen pendidikan islam, 1(1), 52-75. 214 journal of english education and technology vol. 03 no. 03, oct 2022, pp. 214 227 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) the effectiveness of video project assignment on students’ speaking skill in smp muhammad a'inul haq 1 , niken ayu agustina 2 uniersitas kiai abdullah faqih gresik 1 , smp ypi darussalam 1 cerme 2 ainulfelays77@gmail.com 1 , nikenayuagustin@gmail.com 2 abstract the purpose of this study is: (1) to measure the effectiveness of video project assignment on student’s‟ speaking skill at smp ypi darussalam 1 cerme. in this study, researchers used a quantitative method approach with a type of pre-experimental research with the design of one group pretest posttest. the research population includes 7th grade at smp ypi darussalam 1 cerme. with a total of 25 students. data collection techniques used are pretest and posttest sheets to determine the effect of use video project assignment on the learning speaking skill. pretest and posttest results data are then analyzed by conducting a prerequisite test which includes the normality test. the result of the research shows that the difference in the speaking skill between the student taught using english video project assignment and those taught not using english video project assignment is significant. by calculations (to = 8.75) and the size “t” listed in the value table t (tt.ts.5% = 2.06 and tt.ts.1% = 2.80). then it can be known that the to is greater than the tt : 2,06<8,75>2,80. keywords: video project assignment, media, speaking skill i. introduction today, the ability to easily, quickly, and inexpensively record, edit, and share digital moving images has been revolutionary for amateur videographers of all ages include the students (bull & bell, 2010, p. 127). the video is widely used by almost every human in the world. people can access video through the internet and youtube. digital video is taking its place alongside other forms of purpose, including the use of video in educational fields (nur aziz & sabella, http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 215 2021). certainly, the aid of wireless network survive ( wi-fi ) and the development of smartphones and tablets production, the ways of capturing and sharing videos on social media i. e. instagram, facebook or twitter has never been so easy. a video is one of the technologies that can be used as a teaching media and simulate the senses of sight and hearing simultaneously therefore, the use of video assignment in english lesson is closely related to project-based learning. it refers to language learning activities which ask students to actually perform language skill or ability (ur, 1996). the development of technology into english lesson at school, a project using technology for the students is also important to apply. in consequence, it can be a challenging activity for learners since they are asked to directly activate their language. project-based learning (pbl) is a model that organizes learning around projects (kholis & aziz, 2020). he specifies projects as complex tasks that are based on challenging questions or problems that involve students in design, problem-solving, decision making, or investigate activities; give students the opportunity to work relatively autonomously over extended periods of time; and culminate in realistic products or presentations (kokotsaki et al., 2016a). moreover, pbl is mainly based on active student’s approach towards their own learning which enables a complex development of student’s skills, knowledge, and personality (kalabzová, 2015). it can be said that teacher can make a project for their students which can cover all those aspects so that students also get experience in doing a meaningful and useful task where the students as the main role in the assignment process. in the english lesson, the use of video can be a project for the students to create a documentary video about themselves in english. through practicing their speaking skilling front of a camera, they accustomed to speaking english (nur aziz & sabella, 2021). through a video project, the students are expected to understand the material easily. by watching their own documentary videos, they can get feedback from their performances in delivering speeches, understand more about the topic which is being discussed, and perform self-reflection on their performances (nirmala sari, 2021). besides, they learn to speak english and understand the material, they will also face some challenges in producing their video project and learn how to solve it. the ability in composing the video content is very 216 important to produce a video that appropriates with the teacher instruction and assessment. related to the use of video in english lesson, the teacher can use video to assess students‟ speaking skills”, because speech skills is considered as the most important human tool in social control. (khoiroh, haniatul, 2018, p. 114) harmer states that the ability to speak fluently is not only knowledge of language features , but also the ability to process information and language on the spot (harmer, 2001a). in assessing speaking skills, the teacher can use any kind of task or project. it is also related to the project-based-learning activity which the students-centered is important. the teacher can decide they will focus on what kind of aspects, skill, criteria, categories and etc. in giving an assessment to their students it depends on the condition and the curriculum requirement. the video assignment is asked the students to work in group but every students should mae a story or a conversation about advertisement so in one group there are some story with difference product which every students should present it. the teacher make assessment for every individual and also group assessment. essentially this video project can be used by the teacher to assess students‟ speaking skill, which is appropriate to the stages or process in the project-based learning activity. considering those phenome, the researcher decided to analyze the use of english video project assignment to assess students speaking skills and also the students‟ perceptions about this project. the success of teaching and learning english is influenced by the students‟ perception, if the teacher knows the students‟ perception is important for both teachers and students because it influences the teaching and learning process (sari, 2016). the subject of this research is 7th grade students in one class at smp ypi darussalam 1 cerme. in smp ypi darussalam 1 cerme the students‟ ability are also very competent and supported in the use of gadgets and other modern tools which allow the teachers to give any assignments related to the utilization of technology. in this junior high school, actually, the teacher is often to use video as a project for the students, not only in english subject but in other subject can see in the school area and sometimes it is easy to be found. 217 ii. literature review a. the use of video project assignment the use of video in teaching is not only as media or source (khoiroh, 2022, p. 150) but also it can be as assignment or project for the students. the students‟ activities related to the use of video and video project in the subject area of language learning (bell & bull, 2010): a. watching video clips of everyday conversations in films or television broadcasts or music that can be replayed and processed in multiple ways. b. interacting with native speakers through live video conferencing. c. creating a video of student conversation or skits or narration of past events that demonstrate language mastery. using a video project activity has many advantages. the videoing activity can increase the students‟ self-confidence with good preparation students can use the video project for knowing their weakness in speaking. there are some points which are useful to use video project in speaking activity: preparing equipment, explaining procedures, videotaping or recording the video, checking the video, presenting the video, and having an evaluation (nur aziz & sabella, 2021). through the development of technology and the used of gadget, the students are easy to do a video project assignment. moreover, if the students are competent in finishing the project it will become a challenging and meaningful project. b. the advantages of using video project assignment there are some advantages related to the use of video project to some principle of teaching the english language which can be listed as follows (dal, 2010): a. the use of video production can involve communicative activity, such as problem solving and role play. b. it provides the opportunity to use the target language in the authentic and meaningful setting. c. it lets students express their ideas and opinions. d. the process of video making will enable students to activate their target language without excessive anxiety because they will have enough rehearsal and do it outside the class, even they can develop critical thinking and organization of idea. 218 e. it provides more time to expose speaking which is limited to the classroom. a video project assignment is also meaningful for the students, there are five reasons why a video project is meaningful (maula, 2019). the first is active because the students can put all their creativities in creating the video. the second reason is constructive, it is the way the students relate video projects as a new experience with their previous experiences. the third reason is intentional, it makes the students should set goals to achieve. the fourth reason is authentic, the students have to be able to decide on the real issues. the last reason is cooperative, it is usually needed when students work in groups, and they need to understand the method and stages they will use in creating a video project. c. video as project based learning activities as we know that in accomplishing a project teacher can implement some methods. one of the method or activity for planning a project is project is project based learning. project based learning is a model that organizes learning around projects (muna & aziz, 2021). they specifies projects as complex task that are based on challenging question or problems that involve students in design, problem solving, decision making, or investigate activities; give students the opportunity to work relatively autonomously over extended periods of time; and culminate in realistic products or presentations (kokotsaki et al., 2016b). in project-based learning, the teacher can make the students active in doing the project because this project is student centered and also teacher can integrate the technology. a project-based learning classroom allows students to investigate questions, propose hypotheses and explanations, discuss their challenge the ideas of others, and try out new ideas (krajcik & blumenfeld, 2006, p. 328). it build for major learning science ideas when using-project based learning; active construction, situated learning, social interactions, and cognitive tools. projects-based learning is generally done by groups of the student working together toward a common goal. project based learning teaches students not just contents, but also important skills in ways students have to be able to function as adults in our society. these skills include communication and presentation skills, organization and time management skills, research and inquiry skills, self-assessment and reflection skills, group participation and 219 leadership skills, and critical thinking (goodman & stivers, 2010). moursund analyzed there are six ways from a student‟s point of view about project-based learning (moursund, 1999). a. it is learner-countered and intrinsically motivating. b. encourages collaborations and cooperative learning. c. allows students to make incremental and continual improvement in their product, presentations, or performances. d. designed so that students are actively engaged in doing things rather than in learning about something. e. requires students to produce a product, presentation, or performance. f. challenging, with a focus on higherorder skills. it can be concluded that project-based learning allows students to reflect their own ideas, and opinions, and make decisions that affect project outcomes and the learning process in general also the teacher takes on the role of a facilitator rather than a leader. in project-based learning, there are several final results in the form of products that can be produced by the students. in his book, moursund mention several products that can be created by the students and they will present it as a result of their project, this product can be in the multiple forms can be in written or posts that can be displayed, including: reports, newspaper, blogs, posters, information sharing via email or various platforms and also video recording or video projects (moursund, 1999). all the final products are related to it assist project-based learning. related to the project-based learning activity, one of the project based learning which can be used in learning a language is a video project. harmer says that an activity which can develop speaking skill is creating a video project ( making recording ) (harmer, 2001b). a project based learning puts the students in the situations which need the authentic use of language to communicate with each other. through a project based learning, students can develop their critical thinking to the target language. d. teaching speaking using video assignment in junior high school the availability of educational technologies and self-produced videos placed on youtube has made teaching more 220 exciting. furthermore, these videos could be accessed at any time of the day and from a place to suit the students. apart from that, youtube is also used to illustrate theoretical content, involve students, and inspire innovative teaching methods (june et al., 2014). youtube is also used as a supplementary material with efl students in taiwan. kelsen conducted a survey on 69 sophomore students and found that they rated the use of youtube to study english favorably with regard to it being interesting, relevant, and beneficial. the results showed that the youtube tutorial methodology had a significant positive effect on perceived student learning. it is evident that youtube videos brought about positive effects on teaching and learning. the attractiveness of videos in teaching comes from the combination of images and sounds. as such it will be able to generate an influential medium that can be used by teachers to help explain concepts while, that can be used by teachers to help explain concepts while at the same time able to instruct students with content that provides multiple senses (june et al., 2014). these would certainly assist teachers in making the explanation of abstract concepts and processes easy through the use of visualization that can be provided by videos. iii. method it employs a quantitative approach to experimental research. experimental research is structured, logical, and accurate in controlling the situation. the research uses a type pre-experimental design, with a type one group pre-test and posttest. using only one group is an experimental group without a control group (sugiyono, 2018). before the subject is given treatment first, it provides an initial motivational questioner pretest form (o1) then do the treatment (x) and after that it gives final motivation that is posttest (o2). iv. finding the study was conducted at smp ypi darussalam 1 cerme. this research is a preexperimental design with a type one group pre-test post-test. the data of this study consist of initial test and final test of speaking skill by using video project assignment. so that, researcher can address problems that have been formulated into problems by analyzing the data. the population in this study is 7 th grade student by the amount 25 students. the data used in this study is quantitative data. data retrieval is done by test method. testing methods are used to identify the effectiveness of video project assignment on students‟ speaking skill using either 221 pre-test or post-test, in this case the cognitive test being used instrument question form as many as 5 question items taken before the handed out a paper with the content of several conversations without viewing the video treatment ( pre-test ) and after the see video of video project assignment treatment ( post-test ). this pretest data was given to students before the video has learning and post-test data was provided after the study in 7 th class, there are the 25 students in 7 th class. research data before treatment (pretest) research data on the use of video project assignment, before a treatment is called pre-test. these assessment are intended to determine the state of the beginning of the object or ability before the use video project assignment. the result of pretest data on english lesson in speaking skill before doing treatment of video project assignment, that higher is value is 90 and lowest value is 50. and for the recapitulation of the details value in the effectiveness of using video project assignment test answer on the speaking skill at smp ypi darussalam 1 cerme will be presented. research data after treatment (posttest) speaking skill data using video project assignment. researcher gave a tests of 2 items with instrument question to 7 th student. this test comes after treatment video project assignment, which is aimed at knowing the effectiveness of the use of video project assignment on speaking skill. the result of posttest data on english lesson in speaking skill after doing treatment of video project assignment. that higher value is 90 and lowest value is 65, and for the recapitulation of the details value in the effectiveness of using video project assignment test answer on the speaking skill at smp ypi darussalam 1 cerme will presented. for now about already obtained the results from pre-test and post-test. the overall number of pre-test scores is 1625 with an average of 65. the total number of post-test scores is 1925 by an average of 77, so the difference between pre-test and post-test average is 12. data analysis to determine whether there is any effect to the use video project assignment on speaking skill of the 7 th grade at smp ypi darussalam 1 cerme, this analyzing the data of researchers uses the t-test formula. 222 to know overall calculating for get a “t” in testing ho about differences before treatment and after treatment with x = 1625 and y = 1925 with ∑d = -300 and ∑d 2 = 4700 ( see appendix 6 ) as for the t test step measure by getting it ∑d = -300 and ∑d 2 = 4700 is as follows: a. seeking standard deviation from differences ( sdd ), by the formula : sdd = 6,63 b. look for standard error from mean of difference ( semd ) with formula : semd = 1, 37 c. search mean from difference ( md ), with formula : md d. search to with using a formula : t e. determining degrees of freedom (df), with formula : df/db = n-1 df = 25-1 = 24 f. look for the price of the “t” critiques on the value table “t”. by holding on to that df/db has been acquired, good on significance level 5% or significance level 1% with the df of 24 we accelerate with the “t” value table, either at significance level 1% or at 5% significance level. the price of t critiques or table with db is 24 on a 5% of ttable significance, at 2.06, while a significance level 1% gained by 2.80. g. then compare ttable and tcount with the following testing criteria : if ttable ≤ tcont ≤ ttable, then ho is accepted. if tcount > ttable, than ho is rejected. by comparing the magnitude of the “t” obtained in observational calculations (to = 8.75) and the size “t” listed in the value table t ( tt.ts.5% = 2.06 and tt.ts.1% = 2.80). then it can be known that the tois greater than the tt: 2,06<8,75>2,80 223 because the to is bigger than tt, than the ho filed were rejected, and ha is accepted. this suggest that there was an effect on the use of video project assignment on students‟ speaking skill of the 7 th class at smp ypi darussalam 1 cerme. 1) analysis of prerequisites testing before doing hypothesis testing, prior to testing assessments or analysis requirements were performants that included normality tests. normal test testing is used to determine whether or not data distribution is obtained. 2) normality testing normality testing uses kolmogorovsmirnov test was used many times, especially after the presence of many statistic programs that were circulated. the kolmogorov-smirnov test also had an advantage and did not create a difference between perception one observer and another. if the significance value >0.05, then normal distributed residual value. if the significance value <0.05, then residual value is not normally distributed. here, the researcher will test the normality by use spss. 3) the result of calculate normality testing one-sample kolmogorovsmirnov test n 25 normal parameters a,b mean 6.19886489 std. deviation most extreme absolute .121 .121 -.079 differences positive negative test statistic .121 asymp. sig. (2-tailed) .200 c,d a. test distribution is normal. b. calculated from data. c. lilliefors significance correction. d. e. this is a lower bound of the true significance. 4) hypotheses the effectiveness of english video project assignment on students‟ speaking skill in smp ypi darussalam 1 cerme. based on the research’s formula and sound 224 purpose of the study to know if there is not the effectiveness of using video project assignment on speaking skill at 7 th grade in smp ypi darussalam 1 cerme. from the data analysis obtained from the pretest-posttest test using the t-test formula, the result is : t with the df of db we accelerate with the “t” value table, either at 1% significance or at 5% significance. the critiques price of t or table with df of 24 on ttable 5% significance table, was obtained by 2,06, whereas a degree of 1% significance gained by 2,80. by comparing the magnitude of the “t” obtained in observational calculations (to = 8,75 ) and the size “t” listed in the value table t (tt.ts.5%=2,06 and tt.ts.1% = 2,80). then it can be known that the larger to than tt that is: 2,06<8,75>2,80 because the bigger than tt, then the ho filed were rejected, and ha is accepted. based on the presentation above, it could be concluded that there is an effect in the use of video project assignment on the student speaking skill of the 7 th class at smp ypi darussalam 1 cerme. v. discussion firstly, the researcher have doing research to find out how the use of video project assignment on students‟ speaking skill. researcher have given test before treatment or what is commonly called pretest. pretest have doing in 50 minutes with a criteria see the video on the youtube so the students‟ following what they say in the video. the result of pretest that has done is the average value of the pretest is 45-90. from the result of the pretest researcher can conclude if the study of speaking skill at smp ypi darussalam 1 cerme is low, with total pretest 1625 and average of pretest 65 secondly, researcher doing treatment to students. the treatment here is that researcher teach speaking skill using video project assignment. first, researcher explain definition of speaking, pronunciation, fluency and how to speaking english language with easy. then the study using video project assignment, where students are so enthusiastic and thrilled when learning to speaking using video project assignment. 225 and the last, researcher doing test after treatment or what is commonly called posttest. the test is made to see if there is any effect of video project assignment on students speaking skill. with the same pretest issues. based on test that researcher have given students, researcher found result from posttest by total 1925 and average 77. as explained earlier, researcher are using t-test to identify the effect of using video project assignment on students speaking skill at smp ypi darussalam 1 cerme. researcher calculated the result by manual counting. the result of pre-test and post-test data can be calculated using t-test formula to know the significance of both. has shown on appendix for now a total and average from pre-test and post-test. the overall number of pre-test scores is 1625 with an average 65. the total number of posttest scores is 1925 by an average is 77, so the difference between pre-test and post-test average is 12 . and to know of the effect of using video project assignment, researcher has doing analyzing by t-test formula. so the researcher found the result of it, by the total x= 1625 y= 1925 with ∑d=-300 and ∑d 2 = 4700. and to understand the effect of video project assignment, researcher analyzed it using t-test formula. and what came after the count was that researcher found results with a total of x = 1625 and y = 1925 with spikd = -300 and kilograms = 4700. based on appendix can conclude that price of the “t” critiques on the value table “t”. by holding on to that df has been acquired, good on significance level 5% or significance level 1%. with the df of 24 we accelerate with the „t” value table, either at significance level 1% or at 5% significance level. the price of t critiques or table with db is 24 on a 5% of ttable significance, at 2.06, while a significance level 1% gained by 2.80. from the explanation above, the implementation of video project assignment in teaching and learning process gives a positive effect on the students‟ ability on speaking skill, because they can study easily and more fun without any burden. it can be done because by fun learning, knowledge and sharing can be maintained well. vi. conclusion based on the result of the research was carried out, it could be concluded that was found by an effectiveness of using video project assignment as a medium for learning 226 speaking skill on 7 th grade in smp ypi darussalam 1 cerme, the researcher concludes : 1. the student speaking ability of pronunciation, fluency and know new vocabularies before doing treatment was shown by the pretest score which was total 1625 and average 65. 2. the student speaking ability of pronunciation, fluency and new vocabulary after doing treatment by using video project assignment were higher the result of pretest. it was shown by the posttest score which was total 1925 and average 77. 3. there was significant differences of score between pretest and posttest. with the df of 29 we accelerate with the “t” value table, either at 1% significance or at 5% significance. the critiques price of t or table with df of 24 on ttable 5% significance table, was obtained by 2,06 , whereas a degree of 1% significance gained by 2,80. by comparing the magnitude of the “t” obtained in observational calculations (to = 8,75 ) and the size “t” listed in the value table t ( tt.ts.5% = 2,06 and tt.ts.1% = 2,80 ) . then it can be known that the larger to than tt that is 2,06<8,75>2,80 because the to is bigger than tt then the ho filed were rejected, and ha is accepted. based on the presentation above, it could be concluded that there is an effect in the use video project assignment on the students‟ speaking skill of the 7 th grade at smp ypi darussalam 1 cerme. vii. references bell, l., & bull, g. 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(1996). a course in language teaching: practice and theory (vol. 1, issue 998). cambridge university press cambridge. 270 journal of english education and technology vol. 03 no. 03, october 2023, pp. 270 284 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) assertive behavior of women leaders create excellent performance (case study at pondok pesantren al husna al alawi senori tuban) siti fatimah1, siti nurrohmah2 institut agama islam al-hikmah tuban, sitifatimah1411@gmail.com1, sitinurrohmahmpi2018@gmail.com2 abstract today's women's leadership has become a public conversation. various controversies regarding women's leadership began to emerge. even among the fuqoha' up to islamic philosophers also debated about the law of female leadership. this is due to the development of world civilization so that it shifts the entire order of life. leaders who have assertive behavior are needed in an organization. this assertive behavior tends to be possessed by a male leader because by nature a man is a firm, confident, and firm person. in contrast to the nature of a woman who is always considered weak and does not have the ability to lead. however, the fact is that currently women are able to compete with men by sticking to their feminine behavior in the domestic sphere and being tough figures in the public sphere. the researchers also found this assertive behavior in the head of the al-husna al-alawi putri islamic boarding school. this type of research is descriptive qualitative research in which all data and findings will be presented in descriptive form. sources of data researchers obtained through the process of interviews, observation, and documentation. the results of the study showed that the head of the al-husna al-alawi putri islamic boarding school had assertive behavior in which the existence of this assertive behavior made the performance of the administrators increase. this assertive behavior can be seen from the way of leading, communicating, coordinating, giving directions, to giving warnings and motivation to all members of the board. efforts made by the head of the al-husna al-alawi putri islamic boarding school in creating superior performance include through education and training, incentives, providing motivation, and creating a clean and comfortable learning environment. keywords: assertive, female leaders, management performance http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:sitifatimah1411@gmail.com1 mailto:sitinurrohmahmpi2018@gmail.com 271 i. introduction women with their feminine nature are able to position themselves both in the domestic sphere and in public. along with the development of the times, the nature of women as housewives began to erode little by little and began to transform into career women. it is not uncommon; a woman is in front of men who at first glance seem stronger. in fact, women are also able to replace men as leaders with a style that is unique to women themselves. although many scholars are still against women's leadership, there are not a few scholars who allow this with various considerations accompanied by several conditions. meanwhile, women in the 5.0 era have started to change their femininity to become masculine, or sometimes collaborations between the two styles. women who are always considered weak on the other hand also have high empathy. it is this empathetic nature that will make women's leadership unique so that women can easily create a harmonious and open work atmosphere. today's women are very different from before. today, women are more courageous and have strong mentality and confidence. so that it can give birth to assertive / assertive behavior in him. however, the courage and self-confidence of these women are still limited to domestic ones. when in the public sphere, women's mental tends to decline. therefore, assertive leaders, especially women leaders, are needed in an organization. many women have assertive behavior in the domestic sphere, but not many women leaders have this assertive behavior. women leaders who have assertive behavior will find it easy to express their opinions and point out faults and deficiencies that exist within the organization. so that the organization can continue to evaluate and reform for the better. the head of the al-husna al-alawi islamic boarding school has assertive behavior and applies it in creating superior performance. efforts made by the head of the al-husna al-alawi islamic boarding school include education and training, work motivation, incentives, and the creation of a clean and comfortable work environment. ii. method this research uses a type of descriptive qualitative research. qualitative research as an approach that allows researchers to observe experiences in detail using specific methods such as in-depth interviews, focus discussion group (fgd), observation, content analysis, virtual methods, and life history (biography) (haryono, 2020). descriptive is the presentation of data in the form of a description through the study of activity forms, characteristics, changes, relationships, similarities, and differences with other phenomena. the main object of this study is the chairman of the al-husna al-alawi putri islamic boarding school. so, in this study the researcher will try to dig up 272 the data and present it in the form of a description. iii. results and discussion women's leadership a leader is someone who has a big responsibility in organizing, mobilizing, controlling, and evaluating its members in order to achieve organizational goals effectively and efficiently. in the book attarbiyah wat-tahdi explained that the leader is a person who becomes an intermediary in helping religion, enforcing the law, making decisions, preventing evil, governing the area, etc. while leadership is defined as a person's ability to move, direct, as well as influence the mindset, way of working of each member so that each member acts independently in work, especially in making decisions for the benefit of accelerating the achievement of predetermined goals. griffin and ebert also said that leadership is the process of motivating others to want to work in order to achieve the goals that have been set (wijono, 2018). so, the leader is the actor while leadership is the process of leading itself. women leaders in the perspective of islamic law women are gentle and have high empathy for anyone. biologically, women will become weak when they menstruate, give birth, and breastfeed, causing controversy regarding the law of leadership. many scholars salaf which does not allow a woman to become a leader because of her caution in enforcing islamic sharia laws. the law is based on the al-qur'an (an-nisa' verse 34); "the men are the leaders of the women, because god has preferred some of them (men) over others (women)" in the verse above it is stated that allah has made men as leaders over women and gave advantages between the two. this verse is interpreted by al-zamakhsary in his book that some of the advantages possessed by men include potential intellect, courage and will, determination and strength. given these advantages, god chose them to be prophets and apostles, scholars', muadzin, preacher, etc (arsal & imran, 2020). therefore, it is appropriate for a man to be a leader. however, afterwards there is the word "allah exalted some of them over the others" which can be interpreted that these advantages cannot be a barrier for a woman to become a leader. because of the advantages that god has given to each individual, both male and female. so, it can be concluded that leaders are not determined by gender, race, and ethnicity. rather, based on the strengths he has, he is able to become a role model, leader and role model for everyone. the study of the interpretation of surah an-nisa' above is reinforced by the explanation in surah alanbiya' verse 73: "we made them the leaders who give guidance at our command and we revealed to them (command) to do good, to establish prayer, and to pay zakat, and only to us they worship". 273 in the interpretation of al-misbah, “aimmah” is the plural form of imam which means role model. a priest must have privilege over his followers. he not only has the ability to explain instructions, but also the ability to guide his followers in a good direction. the requirement to become a leader or priest is to have a noble personality. in addition, the interpretation also explains that leadership and exemplary leadership must be based on faith, piety, knowledge, and success in various exams. that's why leadership is not bestowed upon tyrannical people. apart from those two verses, in the book riyadlus sholihin there is a hadith about leadership on the authority of ibn omar: (all of you are guardians and each of you is responsible for his guardian, and the prince is a guardian, and the man is a guardian of her household, and the woman is a guardian of her husband’s house and his children, so all of you are guardians, and each of you is responsible for his caretaker). "it was narrated from ibn umar r.a. from the prophet muhammad saw. said: everyone is a leader, and will be held accountable for his leadership. a ruler is a leader. men are also leaders over their families, and women are leaders over their husbands' homes and their children. so, everyone is a leader and will be held accountable for his leadership. [h.r. muttafaqun alaih] in this hadith, it has been explained that everyone is a leader and will be held accountable for his leadership. there is no specific context for a man to become a woman. in fact, it is also explained that women can be leaders for their husband's house and their children. from this statement, it can be interpreted that a woman is allowed to be a leader. why is it said that women lead the house of their husbands and their children? because in general women are experts in the field of taking care of the house and children. in the sense that as long as a woman has the ability to take care of, manage, coordinate anything, she deserves to be made a leader. not only in the domestic sphere but in the public sphere. from the two studies of interpretation and hadith above, it can be concluded that a leader is not based on gender. all are equal before god. what distinguishes it is the level of piety and closeness to allah. this is in accordance with the study of sufism which states that the relationship between men and women appears fair and equal. because the main teachings of sufism are cleanliness of the heart and closeness to god. thus, discrimination against women has been eliminated. gender equality was created by r.a. kartini through her emancipation of women. stereotypes about women's duties for cooking, dress up and giving birth have shifted. and starting to be able to position yourself to become a public figure in the public sphere as well as being a friendly housewife in the domestic sphere. 274 so, islamic law never prohibits a woman from becoming a leader as long as she has the ability and still maintains her nature as a woman. characteristics of female leaders in essence, a woman has a gentle character, is not confident, and does not stand firm. in terms of biology, a woman will become weak during menstruation, childbirth, breastfeeding, etc. therefore, women are often discriminated against by men so they are not given the opportunity to become a leader. however, the fact is that currently great women have gone global and occupy the front seats beating men. women when leading will have their own characteristics and use a distinctive leadership style as well. in general, there are 3 leadership characteristics, namely: 1. standard bearer this means that a leader must be able to create a fun working and learning environment. a beautiful work environment will bring comfort to the people around it. 2. developer (developer) this means that a leader is able to develop human resources and achieve superior performance in the context of organizational growth. in developing human resources, professional leaders are needed. because, in developing human resources, training or special programs are needed so that there is a significant increase in the performance of members. 3. unifier that is, leaders are able to organize, condition, and control all types of activities that have been programmed in an organization. in addition, leaders are also able to unite all members in one container which is able to cooperate and compete in a healthy manner in achieving organizational goals. in addition, imam al-farabi said that a leader must have 12 characteristics, including: physically healthy, intellectual perfection, the ability to speak, have good morals, be wise, understand the traditions and culture of his people, and the ability to make the right rules (anshori, 2015). meanwhile, based on the researcher's analysis, there are several special characters possessed by the leader of the al-husna alalawi islamic boarding school. these leadership characteristics include: 1. pioneer an effective leader is a leader who is able to mobilize, direct, and influence the morale of his members in order to optimize the achievement of organizational goals. a good leader will be able to move his members so that they are able to always work together in completing tasks. as was done by the chairman of the al-husna al-alawi islamic boarding school 2. desire to lead desire is someone's desire to do something. a leader sometimes has the desire to lead and sometimes not. this is because sometimes a leader leads out of compulsion, 275 thus making him lack the desire to lead. in contrast to a leader who has the desire to lead, he will be able to mobilize and manage his members to work actively and transparently in order to achieve goals optimally. 3. honest honest nature must be owned by everyone, especially owned by a leader. this trait is related to the openness characteristic that is not only owned by the leader but also by its members. with these properties, it can minimize the emergence of risks in a job. because if there is openness, honesty, and consistency in work, all problems will be solved easily. based on the data collected by the researchers, it can be concluded that the chairman of the al-husna al-alawi islamic boarding school has high honesty and integrity. 4. be confident leaders who have high self-confidence tend to have a strong mentality so that they will be resilient when facing any problems that exist. in addition, a leader who has high self-confidence will not make his members hesitate in making him a motivator and role model at work. the self-confidence possessed by the chairman of the al-husna al-alawi islamic boarding school can be seen from his style when leading in deliberations and outside deliberations. 5. intelligent intelligent, agile, and responsive are the characteristics that a leader must have. intelligent leaders are needed in an organization. because, with his intelligence, he will bring up brilliant ideas so that he can improve the optimization of organizational goals. based on the results of the researcher's observations, it shows that the head of the al-husna al-alawi islamic boarding school is quite intelligent and responsive in carrying out and coordinating all activities in this islamic boarding school. 6. relevant knowledge it is fitting for a leader to know in detail about his work and have sufficient knowledge to lead him in completing his work. if the leader understands the work of his members, he will be able to provide direction and coordination easily. this trait is also shared by the chairman of the alhusna al-alawi islamic boarding school. 7. extraversion as explained in the first point. a leader who has high morale will automatically increase the morale of his members as well. this high work ethic can be triggered by several things, such as giving work motivation, giving appreciation (reward), and be professional. chairman of the alhusna al-alawi islamic boarding school also has high morale and is able to provide good motivation to all board members and students. female leadership style leadership style is one of the important elements in determining the success of achieving the goals of an 276 organization. according to heidjrachman and s. husnan, leadership style is a pattern of behavior designed to integrate organizational goals with individual goals to achieve certain goals. leadership style greatly influences the quality of member performance. leaders who have a good leadership style will be able to direct, coordinate and create good relationships with their members (fitriani, 2015). in general, leadership styles are divided into three, namely: 1. autocratic leadership style this leadership style makes the leader a source of policy. all members must submit and comply with all policies of the leader. members are very restrained by organizational regulations and are not allowed to express their opinions. thus, there is no openness between members and leaders so it is difficult to establish a good relationship between the two. 2. democratic leadership style this leadership style states equality between the leader and the led. members are free to express their opinion. while the leader is only in charge of directing, guiding, and controlling the course of activities within an organization. in this leadership. leaders and members are both active so that equality and good teamwork arise between the two. 3. leadership style let it be this leadership style gives freedom to members, so that all decisions are also left to members. in this leadership, the leader is passive and cannot be an example for his members (karwati & priansa, 2017). based on the meta-analysis of gender and leadership style by eagly and johson concluded that women's leadership styles are more democratic than men in the same organization. eagly and johson also mentioned that gender differences in leadership lie in the leadership style. female leaders tend to lead with feminine and masculine leadership styles, as shown in the table below. feminine and masculine characteristics according to the contingency theory, leadership states that there is a relationship between leadership styles and certain situations that are required. according to feminine masculine not aggressive aggressive depends does not depend emotional not emotional very subjective very objective easily influenced passive not easily influenced active not competitive competitive it's hard to make a decision easy to make decisions not independent independent needs a sense of security not really in need of a sense of security 277 these tori, an effective leader is determined by a leadership style that is appropriate to the situation that occurs. this approach suggests that two sets of task behavior and relationship behavior are needed. thus, allowing the birth of four leadership styles, namely: 1. directing, meaning that this style has a high task behavior but has a low relationship. 2. selling, meaning that this style has the same high task behavior and relationship behavior. 3. participate, meaning that this style has low task behavior but has high relationship behavior. 4. delegating, meaning that both task behavior and relationship behavior are equally low (fatimah, 2020). the head of the al-husna al-alawi islamic boarding school uses a democratic leadership style with a mixed leadership type between feminine and masculine. because in this modern era, women are able to position themselves in the domestic and public spheres. women will be feminine when they are in the domestic sphere and tend to lead in a masculine style when in the public sphere. the head of the al-husna al-alawi islamic boarding school uses a democratic leadership style by prioritizing deliberation in every decision-making. because, the chairman of the al-husna al-alawi islamic boarding school practiced the al-qur'an surah al-imron verse 159: ََلُمم لِنمَت ِ اّللٰه َن مِٰ ٍَة َرْحم ِمنم ۚ فَِبَما ا وم َفضُّ ََلن م المَقلمِب َغِليمَظ َفظًّا َوَلوم ُكنمَت ِلَك رِ ۚ َحوم َمم اَلم ِِف َوَشاِورمُهمم ََلُمم تَ غمِفرم َواسم ُهمم َعن م ُف َت ۚ فَاعم َعَزمم فَِاَذا ِ لم َعَلى اّللٰه َ ۚ فَ تَ وَكَّ بُّ المُمتَ وَكِِٰلْيم َ ُيُِ ( 159) اهل عمران: ١٥٩ِانَّ اّللٰه it means: "then, thanks to the grace of god, you (prophet muhammad) behave gently towards them. if you are harsh and rude, of course they will stay away from you. therefore, forgive them, ask forgiveness for them, and consult with them in all (important) matters. then, when you have made up your mind, put your trust in god. indeed, allah loves those who trust." (ali 'imran: 159) from the verse above, it is explained that there is a recommendation to lead gently and a prohibition to be rude and harsh because it will make everyone stay away from you. in addition, there is also a recommendation to forgive each other and consult in all matters. so, consultation is very necessary in an organization in order to create openness between leaders and members. so that there is no conflict and misunderstanding arising from the existence of a set policy. having a consultation will cause several positive impacts, including: 1. problem solved easily 2. get the best solution for every problem 3. policy can be well received by all members in this case, the chairman of the alhusna al-alawi islamic boarding school held meetings with the administrators to discuss the work program and evaluate the work program every month. as for internal issues, he will consult with the core board of 278 the al-husna al-alawi islamic boarding school. assertive behavior according to rini, assertive behavior is an ability to communicate what one wants, feels and thinks about to others, but still maintains and respects the rights of others. meanwhile, according to lloyd, assertive behavior is behavior that is active, direct, and honest. this means that this behavior is able to communicate an impression of respect to oneself and others so that one can view the wants, needs and rights of others when interacting. assertive behavior tends to be owned by a male leader compared to a female leader. because the nature of women who are feminine tends to be difficult to have assertive behavior. female leaders will always feel shy towards their members when asking for help, giving reprimands and expressing opinions according to their wishes. in addition, women also have a high sense of empathy so it is difficult to behave assertively and stand firm. women who have assertive behavior will turn 180 from its original nature. leaders who have assertive behavior will be able to build harmonious relationships with their members, resulting in intimacy and openness between the two (aziz, 2019a). in addition, with assertive behavior, leaders will be able to give direct warnings and point out mistakes made by members so that all errors and deficiencies that exist in the organization can be corrected. thus, assertive behavior is needed by a leader in order to be able to move the wheels of the organization effectively and optimally. according to fenster hein and baer, there are several characteristics of assertive behavior including: 1. free to express opinions expressing opinions is the right of all indonesian citizens. however, not everyone is able to express their opinion well in public. in expressing opinions, it takes courage and a strong mentality in order to have high selfconfidence. the leader of the al-husna al-alawi putri islamic boarding school has the courage and high self-confidence so that he is able to express his opinion freely and is able to lead deliberations well. in addition, the head of the al-husna al-alawi female islamic boarding school also applies a democratic leadership style so that it gives freedom to its members in expressing opinions. this leadership style can lead to familiarity and openness between the two. 2. able to communicate well everyone is capable of being a leader. but not everyone is capable of being a good leader. a good leader is a leader who is able to speak well when in public. ability multitasking tends to be owned by a woman. as helen and fisher argue in anisa fitriani's journal that: “basically, women have the basic characteristics to be successful as leaders. they tend to be more patient, empathetic, and multitasking 279 able to work on several things at once and also have a talent for interweaving, networking and negotiating” (fitriani, 2015). in communicating, you must also pay attention to the manners in communicating, including: a. should speak well and politely someone who speaks should be able to adjust to the other person. so that the interlocutor is able to digest all the conversation properly. speaking also must be adjusted to who we are talking to. like maqola "speak to people according to their intellect" according to their intellectual abilities. manners like this have been explained in the book at-tarbiyah wattahdiib that should speak with good and useful speech. like a poem which means: "there is nothing left of enjoyment except talking to someone who has sense." so, in speaking, you must be able to adjust to the other person and be able to adjust to the situation when speaking. b. speak in detail / in detail in speaking, one needs to clarify what he says and detail it so that the other person can easily understand it. this is already implied in the hadith of the prophet, which means: "narrated from sayyidah aisyah r.a. said, rasulullah saw. when speaking he uses detailed speech so that everyone who listens to him understands." [h.r. abu dawud] c. speak with a friendly intonation and facial expression intonation when speaking is very necessary. because, even though our language is polite, the high intonation will give a different impression to the other person. in the book at-tarbiyah wattahdiib explained that there is a prohibition to speak in a loud voice. speaking must use a moderate voice according to needs. in the book there is also a prohibition to speak very fast so as to confuse the other person. so, intention and facial expressions must be arranged in such a way as to provide comfort to the other person. d. look at the other person (eye contact) eyes can express a person. in psychology, a person who lies will have their pupils dilated. therefore, we need to look at the other person so that we know the expression he emits through those eyes. talking with eye contact will appear more polite and provide comfort for the other person. 3. able to start, continue, and end a conversation someone who has the ability to multitask can vary the conditions and situations in speaking. in starting a conversation, especially in greeting forums, the head of the al-husna al-alawi islamic boarding school greets its members first so as to create a relaxed atmosphere of deliberation. because the chairman of the alhusna al-alawi putri islamic boarding school is a humorous person, he also gives a little reflection and joke with its members. 280 as well as at the end of the forum he also provides an opportunity for its members to express complaints and opinions so that all problems can be solved easily. 4. has the ability to reject things that are not feasible a good leader is a sportsman like leader, able to properly reject something that is less problematic, and able to provide solutions to any existing problems (aziz, 2020). women leaders tend to be feminine support and too empathetic to others that he is unable to reject anything that is not worthy. however, a leader who has assertive behavior will be able to easily reject anything that is inappropriate because he is able to position himself according to the conditions of the organization. the head of the alhusna al-alawi islamic boarding school for girls is also able to refuse anything that can cause trouble while maintaining the rights of its members. he will give a warning and reject the inappropriate opinion in a subtle way, either directly or indirectly, as well as when in the forum or outside the forum. 5. can ask for help or give help as in the previous point, women tend to have character support, so he also does not have the courage to ask others for help. even women prefer to do all the work themselves rather than asking others for help. leaders who have assertive behavior are able to ask for and provide assistance easily to their members so they can get all the work done easily. the need for mental strengthening and self-training for women leaders to be able to ask for help properly (khairani et al., 2017). in the al-quran it has been explained about the importance of helping fellow human beings in matters of virtue. it means: "help each other in (doing) virtue and piety, and do not help each other in committing sins and enmity. fear allah, verily allah is very severe in his punishment." (al-ma'idah/5:2) based on the characteristics of assertive behavior above, it can be concluded that this behavior is very important to grow in the soul of a leader, especially in female leaders. because her gentle nature requires her to be able to transform into a strong woman when in the public sphere. the suggestion to have an assertive attitude has also been stated in the al-quran surah annahl verse 125: meaning: "call (people) to the path of your lord with wisdom and good teaching and debate them in a better way. indeed, your lord knows best who is lost from his path and he knows best who is guided." (an-nahl/16:125) the word wisdom in the verse can be interpreted as a firm and wise behavior so that one is able to distinguish between one and the others and which in valid based on the verse above, a good leader is recommended to have assertive behavior, be able to give good teachings, and be able to debate and deliberate well too. creating superior performance 281 performance is the result of a job. according to robbins, performance is a result achieved by employees in their work according to certain criteria that apply to a job. meanwhile dessler stated that employee performance is work performance, namely the comparison between work results that are seen in real terms with predetermined work standards (khairani et al., 2017). that is, this performance will be a benchmark in assessing the success of an organization in achieving its goals (prasetiyani, 2020). in measuring work success, it can be seen from the following indicators: 1. work quality quality of work is how well an employee/administrator does what he is supposed to do. 2. working quantity work quantity is how long an employee/administrator works in one day. the quantity of this work can be seen from the work speed of each employee/administrator. 3. task execution implementation of tasks is how far employees are able to do their work accurately and without errors. 4. responsibility responsibility for work is awareness of the employee's obligation to carry out the work given by a company/institution. the chairman of the al-husna al-alawi islamic boarding school in creating superior performance has made several efforts, including: 1. education and training this education and training are an effort to increase general knowledge and understanding of the work environment as a whole. education itself means an effort to increase understanding in general either through direct teaching, observation, or in other ways. there are differences in the process of education and training in formal and non-formal institutions. in formal institutions, education and training are carried out through programs such as seminars, workshop, etc. in educational and training institutions it is simpler. like the education and training carried out at the al-husna alalawi islamic boarding school. this education and training were carried out before the change of management from the old order to the new order. the concept of implementing education and training includes: a. overhauling the management and moving members to other sections that are deemed more appropriate b. assistance for prospective new management by the old management for one month c. evaluate the performance of prospective managers d. selecting suitable candidates for new management 282 all of these implementation processes are carried out in an effort to improve the performance of the management. some administrators will explore new sections every year. in order to gain various organizational experiences. 2. work motivation motivation is a support and encouragement given to someone in the hope of increasing enthusiasm for work (aziz, 2019b). motivation itself can be in the form of direct speech or narrative, action, or in the form of writing. a leader who is able to motivate his members will be a role model and betop leader in an organization. so, members will be motivated by the leader's actions that should be emulated. as explained in surah al-ahzab verse 21: indeed, in the messenger of god, you have a good example for those who hope in god and the last day, and remember god much (al-ahzab: 21). meaning: "indeed, in (self) rasulullah really there is a good role model for you, (namely) for those who hope (grace) allah and (arrival) day of judgment and who remember allah a lot."(alahzab:21) motivation is needed in creating harmony in an organization and influencing the quality of work of employees. the head of the al-husna al-alawi islamic boarding school also provides motivation to board members through direct speech both inside and outside the forum as well as through their daily actions. 3. incentives incentives are an attraction that is deliberately given by a manager to its members in order to increase member performance. that is, this incentive is like a gift reward to members of the board as an appreciation for the quality of their work. as a reward this can increase the spirit of competitiveness of board members in achieving organizational goals optimally. 4. work environment the work environment is a very internal thing in an organization. a clean and comfortable work and study environment greatly influences organizational performance. procurement of a clean and comfortable work environment is carried out by the chairman of the al-husna al-alawi islamic boarding school by cooperating with all members of the management, especially the cleanliness section in its implementation. the chairman gives directions and tasks to the cleaning section to coordinate the daily picket. in addition to procuring daily pickets, all board members are also encouraged to provide a comfortable learning environment through planting flowers, and providing adequate facilities to make it easier for students to reach any access. the provision of these facilities includes television as entertainment for the students, a washing machine to make it easier for the students and shorten their time and energy, fans in every corner of the room and room to provide comfort for the students 283 and planting flowers to make it look beautiful. conclusion assertive behavior is a firm behavior that is owned by a person and is able to convey mistakes to others without fear but while still respecting the rights of others. assertive behavior tends to be owned by male leaders rather than female leaders. because, women have feminine characteristics, making it difficult to implement this assertive behavior. however, the fact is that the chairman of the al-husna al-alawi islamic boarding school is able to behave assertively in driving his organization and strives to create superior performance so that organizational goals can be achieved optimally. references anshori, m. a. 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(2018). kepemimpinan dalam perspektif organisasi. kencana. 121 journal of english education and technology vol. 03 no. 02, june 2022, pp. 121139 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) the use of herringbone technique to improve students’ reading comprehension anis munzidah nur iftitah teacher of mts mambaus sholihin anismunzidahnuriftitah@gmail.com abstract this study aims to improve the student’s reading comprehension, especially detailed information, and the main idea through the herringbone technique. herringbone is the technique to help students find important information and main ideas in the text by seeking to answer six comprehension questions on a diagram. the method uses car with observation, interview, and test. the data is analyzed by describing the observation checklist and using the mean score formula. there are two kinds of tests. preliminary test and final test. based on the results of the analysis data, the improvement in reading comprehension through the herringbone technique has improved well. in the first cycle, the average value increases by 14, which in the initial condition, 62 increases to 74 with a percentage of 63%. in the second cycle, the average value increased by 17, which in the initial condition, 74, increased to 79 with a percentage of 84%. implications and empirical approaches to understanding reading comprehension with the teaching and learning process of reading comprehension. the technique that can improve students’ reading habits. it is also proposed that researchers also deepen by collecting students’ responses on the use of the herringbone technique in teaching reading to foster teachers in formulating better lesson plans in using this technique. keyword: reading comprehension, media, herringbone technique i. introduction reading has the five essential components that are interrelated and work in concert to extract the essence of reading, which is gaining meaning from text. these critical components of reading include phonological awareness or phonemic awareness, word study or phonics, vocabulary, fluency, and comprehension (tindall & nisbet, 2010). although reading http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:anismunzidahnuriftitah@gmail.com 122 is one of the english skills essential to be mastered by students, not all the components of reading must be mastered. reading needs an awareness of comprehension during reading activities (aziz, 2020b). “reading is primarily reflected as a dynamic meaningfocused interaction in which students are required to build comprehension of a text in a non-linear way.” therefore, reading activities provide opportunities for students to learn the language and then construct sentences, paragraphs, and texts (haerazi & irawan, 2020). the researcher observed the first grade of senior high school, especially in the english course at mambaus sholihin islamic female boarding school. during the reading activity, the teacher asked the students to read the passage and find out the meaning of a difficult word, then asked the student to answer the questions based on the reading text. because to comprehend text, students who know more word meanings will be able to comprehend more difficult texts by virtue of that knowledge alone, or more able students know more word meanings and comprehend text better (stahl, 1983). in this case, some students did not respond to the teacher's request. one factor causing the problem is the strategy the english teacher applied, and the reading process did not run well in teaching. when a teacher teaching english is not reasonably sufficient and suitable. teachers often have limited knowledge about teaching reading strategies and tend to draw from what they learned in their own school experiences when comprehending texts. teachers commonly use strategies such as summarizing or asking questions to assess reading comprehension, but they are rarely taught how to improve it. teachers should focus on teaching reading strategies (koch & spörer, 2017). well, several ways can be done to improve reading comprehension skills. to solve the problem, teachers need many strategies for teaching reading. many strategies in teaching reading can be used to overcome the problem. reading comprehension strategies are recommended for students struggling to construct meaning from unfamiliar expository textbooks. herringbone technique is one of the graphic organizers that can improve students’ reading comprehension. it is an innovative technique for strengthening students’ comprehension that involves listening, paraphrasing, questioning, and making connections (aziz, 2020a). herringbone is the technique to help students find essential information and main 123 ideas in a text by seeking to answer six comprehension questions on a diagram (who, what, when, why, where, and how). the herringbone technique can support text comprehension and be visually organized concerning the main idea (bouchard, 2006). the herringbone is used to find the main idea and important information. ii. literature review a. general concept of reading reading is an integral part of most languages and an essential skill for studying at an english-languages school or university (mikulecky & jeffries, 1996). reading is the practice of using text to create meaning. the two keywords here are creating and meaning. if there is no meaning being created, there is no reading taking place (johnson, 2008). not only that, reading the act of linking one idea to another. putting ideas together to create a sensible whole is the essential part of reading. reading can also be defined as an activity to get ideas or information from a text. reading a text should lead to the construction of a mental representation of a text (welie et al., 2018). reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning (nunan, 2003). sometimes, reading is one of the english skills which are essential to be mastered by the students. reading is the most essential skill in the educational context as it can be the assessment for students’ general language ability (brown & lee, 2015). meanwhile, silberstein states that reading is an active process which entails the students to work intensively and interact with the text to create significant discourse. according to patel reading is an active process which consists of recognition and comprehension skills (patel & jain, 2008). it means that reading is a process which the reader does to comprehend and get the information from printed text. by reading, the students also can understand what the writers mean. harmer defines reading as an incredibly active occupation. to do it successfully, we have to understand what the words mean (harmer, 2008). it means that reading is an important activity in reading text. the readers must also understand what they read and what their words mean. it can make it easier for the readers to get the main ideas from the text, and their reading activity will be successful. another definition states that reading best develops with writing, listening, and speaking activities (brown & lee, 2015). it means reading should be better if combined 124 with other english skills. reading should be related to writing, listening, and speaking activities. from the explanation above, the researcher concludes that reading is an activity that can improve their comprehension to get information or knowledge in teaching and learning. from a reading, the reader can get many benefits, such as new information, experiences, knowledge, perception, and new ideas, and they can explore their comprehension, especially in reading. reading comprehension is an active process that requires an intentional and thoughtful interaction between the reader and the text (aziz, 2020c; national reading panel (us) et al., 2000). not only that, reading comprehension can be defined as the ability to understand the content of the text through utilizing critical thinking and critical reading, the ability to understand the language of the text at the word level, sentence level, and whole-text level, and the ability to comprehend texts using a set of schemata or their knowledge about the world while reading (haerazi et al., 2019). reading comprehension has been defined as the process of extracting and constructing meaning from written text. the reader has to create a mental representation of the text, or in other words, a situation model integrating text information with the reader’s prior knowledge (swart et al., 2017). thus, comprehending a text is different from reading a text. text comprehension is a complex task that draws on many different cognitive skills and processes. text comprehension involves the formation of a meaning-based representation of the text (cain et al., 2004, p. 31). reading comprehension consists of three elements: the reader, the text, and the activity or purpose for reading (snow, 2002, p. 11). reading comprehension as the ‘‘overall goal in reading’’ more specifically, reading comprehension may be understood as the ability to understand and employ text for learning and is a foundational and learned skill. individual differences in reading comprehension have been attributed to a variety of factors, including cognitivelinguistic abilities, educational and familial contexts as well as motivation, attitudes, and mindset (stanley et al., 2018, p. 134). from the explanation above the writer concludes that reading comprehension is the act of understanding what you read. while the definition can be simply stated the act is not simple to teach, learn or practice. reading 125 comprehension is an intentional, active, interactive process that occurs before, during, and after a person reads a particular piece of writing. b. the improvement of reading comprehension according to gardner there are steps to improve our reading comprehension, are a. it is evident that students’ classroom practice has not encompassed the development of reading beyond the early stages. on the contrary, a survey of the use of reading in a class curriculum in secondary school has revealed that, outside of english lessons, reading is rarely used for learning. b. the exits of a deeply stated negative attitude towards reading among both pupils and teachers. this is best illustrated by noting that pupils regard reading homework as ‘no smoking '; teachers are defensive about allowing pupils to read because they are afraid that the activity will be a waste of time. c. reading as it does take place in secondary school is frequently beyond the scope of the average pupil. for instance, standard science texts are written at a reliability level far in advance of the pupil's developing capability. comprehension is poor and frustration common. c. concept of herringbone technique the herringbone is used to find the main idea and important information (explicit and implicit) in the text by asking six comprehension questions; who?, what?, when?, where?, why? and how? questions in a visual diagram of a fish skeleton (deegan, 2006). using the answer to the wh questions, the students write the main idea across the backbone fish diagram. the herringbone technique is a graphic organizer that is used for establishing supporting details for the main idea (mcknight, 2010). it is a tool to help students recognize the important relationships in the material of reading texts. this is done by answering the ‘who, what, when, where, why, and how questions of a text on a visual diagram of a fish skeleton (thaler, 2016). this graphic organizer supports text comprehension by providing a framework upon which thewho, what, when, why, where, and how questions can be visually organized in relation to the main idea. being able to answer and understand the questions 5w+1h can greatly aid english language learners (ells) when reading and comprehending text. this strategy also shows the relationship between 126 the details to the main idea, which is often a troubling concept for ells. this strategy is particularly well suited for expository text but can also be used with narrative text (bouchard, 2006). herringbone technique using 5w+1h questions as guidance to help the reader to find detailed information about the text and then decide and identify the main idea (zygouris-coe & glass, 2004). d. six comprehension questions of herringbone technique table 1 six comprehension questions of herringbone technique who this guiding question is used to find the participants in the story (characters) where this guiding question is used to find the place where the participant of the story lived what this guiding question is used to help the students predict the conflict of the story or to mention the problems happening in the story. how this guiding question is used to find the reason why conflict in the story happened. this question guided the students to find an indication of why the problem arose. (complication) why this guided question used to know the ending of the story. it was a happy ending or a sad ending (resolution) when this guiding question was used to know when the participants find the solution (resolution) *the purpose of this question can be changed based on the need. the six comprehension questions above are guided questions to help the students find detailed information such as setting, plot complication, and resolution. the pattern of the herringbone creates a framework for students to make notes and sort out the information. after the information has been gotten, then the students synthesize and summarize that information. the purpose is to make the students understand the whole information which will make it easy to identify the main idea stated in the text. there are procedures while teaching the reading text through the technique. first, the teacher explained the material. second, she asked the students to find the meaning of unfamiliar words in pre-reading. next step: find detailed information by using the guided questions. lastly, the students find or identify the main idea by synthesizing the activity.”. iii. method the research design was a strategy to arrange the setting of research in order to get valid data that are suitable for the variable and objective research. in this study, the writer used classroom action research (car). the design of this research was qualitative and quantitative design. classroom action research is any systematic inquiry conducted by teachers as researchers, principals, school counselors, or other stakeholders in the teaching or learning 127 environment to gather information about how their particular schools operate, how they teach, and how well their students learn (mills, 2000). in order to achieve the purpose of the study, there are several steps that would be applied in action research. each step had five stages: planning, action, observation, reflection, and revision of the planning. these five stages took place in an ongoing cycle in which critical reflection was done at every end of a cycle in order to make further revisions and planning. from those statements, classroom action research is a problem-based research whose aims are to solve the problems that arise in the class and to make an improvement in teaching-learning activity through a cyclical process that involves some phases of planning, acting, observing, and reflecting. in addition, action research is portrayed as a cyclical process involving steps of planning, acting, observing, and reflecting, it is normal for a project to go through two or more cycles in an iterative process (kember, 2000). based on the focus of research in advance and reviewed in terms of procedures and as well as the patterns used by researchers, the study included this research is a type of car (classroom action research). based on that theory, it can be concluded that classroom action research is research aimed at developing skills or a new approach to solving a problem. a. technique of collecting data in this part, the researcher used the primary data which was taken from the result of the test for all students. the data was collected through the preliminary test and final test. there were two types of collecting data: qualitative and quantitative data. qualitative field notes reporting the instructional processes that are focused on the teacher’s performance and students’ activities. interview transcripts deal with the students’ opinions and expectations relating to research instructions. in collecting the quantitative data, the researcher used a preliminary test and a final test. observation: the writer used unstructured or open observation directly in the classroom and got the description of students’ activity, participation in applying the herringbone technique, and the teacher's performance. this process was when the implementation of car. interview, the writer interviewed the students before applying the herringbone technique. it was to know the student's 128 difficulties in reading skills and to know their opinion of the herringbone technique after implementation. the test is given to the students to focus on reading comprehension. to measure the students’ understanding used preliminary and final tests. a preliminary test is done before implementing the herringbone technique to know the student’s reading comprehension. the final test is done after implementing the herringbone technique to know the improvement of a student's achievements. besides the reading comprehension tests, the researcher also administered the assessment tasks at the end of each cycle. the assessment tasks were used to gain information about the strengths and the weaknesses of the actions and the improvement of the students reading comprehension in each cycle. b. research cycle in this research, the writer adapted from kemmis and taggart, the research procedure based on classroom action research (car) is divided into four steps, which the four steps exist in each cycle of the research: planning, acting, observing, and reflecting. picture 1: cycle of the car (kemmis et al., 2014) 1. planning the first step is making a plan. planning is a step to prepare the classroom instructional strategy to be developed in the study to solve the instructional problems. how to make actions to be taken to improve learning practices or student understanding. the plan is prepared before implementing it in class. for example identifying, formulating, and solving problems. this planning is based on the problems that exist in the class. 2. acting acting is the second step after planning, to implement the instructional strategy that has been planned. at this stage, the researcher has mastered the instructional scenario before starting the implementation in class. the learning activities carried out were learning reading comprehension skills using the herringbone technique. 129 3. observing the third step is observation. observation is the process of collecting data indicating the success of a strategy in solving classroom problems. the focus of observation is on the data related to the criteria of success that have been decided. in the implementation of observations, teachers, and students start from the beginning of learning, and at the end of learning obtained using observation and data formats. 4. reflection the last step is reflection. reflection is the process of analyzing data to determine how far the data collected have shown the success of the strategy in solving the problem. reflection also shows what factors support the success of the strategy or what other problems may occur during the implementation process. c. research instrument classroom action research instruments are needed to record the data to be collected during the process of observation. the instruments have to be developed based on the nature of the data to be collected. the data are derived from the criteria of success in solving classroom problems and have to be defined based on the right construct and content (latief, 2012). the instruments of this research are: 1. observation sheet the aspect observed is the learning process using the herringbone technique. this observation sheet contains learning activities when using the herringbone technique. 2. interview interview is helpful to get further instructional information about the implementation of the herringbone technique to improve students’ reading comprehension. the researcher will be asked by a student to get information about their perception, opinions, experiences, and suggestions. 3. test the researcher gave a reading test to students to get information about the student’s reading comprehension before and after implementing the herringbone technique. in this study, the researcher used a preliminary test and a final test. in addition, reading rubrics researchers used to collect the scores of students’ speaking performance. iv. result 1. description of research results the classroom action research that has been conducted to improve this students’ reading comprehension has been carried out 130 in two cycles. each cycle consists of two to three meetings. the first cycle has 3 meetings, and the second cycle has 2 meetings. so this research has been conducted with 5 meetings and 1 preliminary research meeting. preliminary research has been conducted to see the first data of students. the first step that is taken by researchers before conducting the research is to observe the learning process of reading comprehension. in learning reading, especially reading comprehension, students have difficulties in understanding correctly how to comprehend a reading material then the results were not satisfactory and there were still many students who have not reached the kkm score of 75%. this research has been conducted with the subject of students’ english course for the first grade of senior high consisting of 19 students. 2. description of preliminary research it was conducted on january 8th, 2022. in the results of the preliminary research, students have different levels of understanding abilities, various potentials, and high, medium, and low potentials. the knowledge gained by each student also varies in congruent learning experiences. the implementation of the research begins with direct observation of the object of research, this activity has been conducted before doing research in cycle 1 and cycle 2. this is used to determine the first level of students' knowledge in understanding reading comprehension skills. based on the conditions described above, the researcher has made efforts to improve reading comprehension, reflecting on the learning activities that have been done and trying to improve them, both from planning and implementing the results are expected to increase from before. students do not really understand reading activities, they are busy with their own activities and don't really pay attention to reading, this is because the teacher only asks students to read the text, understand, and answer the questions that the teacher asks. the results of students' reading comprehension skills in preliminary research are as follows: table 2 preliminary research reading comprehension skill score list number of student percentage mean score passed failed passed failed 6 13 32% 68% 62% based on the research results on students' reading comprehension, there are still many students who have not reached the 131 maximum standard kkm score of 75. this obstacle occurs because students have not been directly involved with learning activities, and have not understood the text. based on this problem, it is necessary to take action with the next meeting, it is cycle 1. 3. description of the action results of cycle i the implementation of cycle 1, the researcher carries out learning activities in three meetings, starting with a plan and action the following: 4. cycle 1 a. planning classroom action research is a recycled (cycle) research design. car is a form of research conducted in the classroom. planning in cycle 1 is arranged as follows; a. researcher as the teacher prepares the material to be delivered to students. b. prepare lesson plans. c. prepare the procedure of reading material in cycle 1 by herringbone technique. d. compile and prepare evaluation questions given to students at the end of each cycle. e. designing an instrument as an observation guide in the implementation of learning. b. action in this stage, the teacher uses the lesson plans that have been prepared and observed during the learning process with an observation sheet for teachers’ and students’ learning achievement of teachers and students using the herringbone technique. c. observation the implementation of the observation was conducted during the learning process by the researcher as well as the teacher. teachers have a role from the beginning to the end of the lesson to know the improvement of students’ reading comprehension through herringbone technique. based on the results of observations made during the learning process in cycle 1 there are still some students who have difficulty expressing their opinions, this happens because some students when doing reading activities, students still do not pay too much attention to reading, which causes difficulty in expressing their opinions. there are even some students who have not understood correctly the material that has been delivered. in addition, there are still students who have difficulty answering questions about reading texts that have been read. this happens because sometimes there is a lack of 132 0 % 1 0 % 2 0 % 3 0 % 4 0 % 5 0 % 6 0 % 7 0 % 8 0 % preliminar y researc h cycle 1 faile d passe d students in terms of reading, so some sentences or words are not understood. therefore, students still need special attention and guidance from the teacher in order that obstacles that occur can be overcome so that the desired learning objectives can be achieved. to further clarify the improvement in reading comprehension skills from preliminary research to cycle 1, the results of the research can be seen in the diagram below. picture 2 the diagram achievement on reading comprehension skills in cycle 1 based on the research results on reading comprehension skills in cycle 1 meeting 1, students have not been able to answer about what students have read in the reading text. at the first meeting, students were less able to express their opinion on what they have read in the reading text and have not been focused on the text because don’t understand the technique of reading, but in the second meeting, students started to answer about what they have read in the reading text because have been understanding about the technique of reading to improve their reading comprehension. however, in the learning process students have not dared to present the results of the activities. therefore, the results of the learning in the second meeting have not been achieved yet. reading comprehension activities in cycle 1 meeting iii, students have started to dare to express their opinions and understand what they have read, but they are still unable to extract the ideas they have read from the reading text and have not been maximal in their duties conform to the herringbone technique. the research results on the learning process of reading comprehension in cycle 1 have increased, and students are more active in the learning process using the herringbone technique. in addition, the class average value also increased by 12%, from the initial condition of 62%, to 74%. the implementation of the first cycle had not been maximally achieved because there were still 7 students from 19 students whose scores had not reached the maximum kkm score of 75. therefore, this research needs to be continued in the next cycle, which is cycle ii. 133 d. reflection in the first cycle of learning, reflection is conducted at the end of each lesson; this is done to determine the extent to which the learning objectives of reading comprehension can be achieved with the herringbone technique. the reflection activity was conducted to find out the advantages and disadvantages of the learning actions that have been done. in this reflection, the teacher as the researcher examines and observes the results of the implementation, both from the assessment of the learning process and when evaluating the implementation of the action. the implementation of learning using the herringbone technique has not been maximally implemented, this can be seen when the teacher asks students to present the results of the conclusions they have worked on. students are less than optimal in synthesizing, analyzing, and inferring from information, representing information visually, formulating a main idea, connecting information to the main idea, and answering the question because they feel they do not understand well, both in terms of reading texts or the herringbone technique learning procedure, find important information and main ideas in a text. in addition, students lack confidence in the results they have done so some students are embarrassed to present their learning outcomes. reflection in the first cycle has carried out the researcher and teacher finding the solutions to problems that occur in the learning process and finding improvements to learning plans in cycle ii. so in this action, the activities of learning reading comprehension using the herringbone technique needs to be improved again. the increase in reading comprehension from preliminary research to cycle i have increased, which can be seen in the following table. tabel 3 reflection of reading comprehension using herringbone technique from preliminary research to cycle 1 achievement of kkm score percentage pre-action percentage cycle 1 preliminary research cycle 1 passed faile d passed faile d passed faile d passed faile d 6 13 12 7 32% 68% 63% 37 % 5. description of the action results of cycle ii a. planning in cycle 2 is the same as in cycle 1. however, what makes the difference is the teacher's treatment of teaching, which is more activating and directing student 134 activities. in this second cycle, the teacher made better preparations than in the first cycle, looking for solutions. so, the planning of the second cycle was better than the first cycle. the steps learned in cycle ii are the same as in cycle i. however, what makes the difference in cycle ii is the reading text. the planning in cycle ii is as follows. a. teacher discusses developing lesson plans that are in accordance with learning materials about reading comprehension with reading texts, students read the texts, then synthesize, analyze and infer from information, represent information visually, formulate the main idea, connect the information to the main idea, and answer the question according to the steps in the herringbone technique. b. compile and prepare students’ worksheets in the form of herringbone sheets (fish diagrams). c. compile and prepare an observation sheet that will be used as a guide in the learning process, this observation sheet consists of teachers’ and students’ observation sheets. b. action in the implementation of the second cycle, carry out by the teacher in accordance with the planning that has been prepared. learning activities in cycle ii have been carried out in 2 x meetings for 35 minutes in one hour of learning. the first meeting in the second cycle was held on february 5th 2022. c. observation in the second cycle of observations as the observations in the first cycle have done. an observation was conducted from the learning process to the end of learning. results of observations made by researchers can conclude that in the learning process, students' activeness and understanding in reading activities increase. in addition, students who have been feeling bored in reading activities, in this second cycle students feel more interest and understanding in reading. in this second cycle, students are able to answer questions related to the content of the reading and students are also confident in presenting the results of their assignments. the conclusions made by students are in conformity with the text they read, in this case, students are able to carry out activities to understand the contents of the reading well. 135 0 % 1 % 2 % % 3 4 % 5 % 6 % 7 % 8 % 9 % prelimina resear cycle cycle faile passe in general, the action of this second cycle of learning has increased. this is evident from the results of reading comprehension skills from pre-action to cycle 1 and to cycle 2. in addition, the learning process looks more active and the results of the completion of answering questions related to the reading text are more precise and clearer. students can rearrange the information obtained from the reading visually by using the given herringbone sheet and formulate the main idea. the teacher has also been actively guiding students by paying attention to every student activity in the reading process. based on the results of research from pre-action to cycle i and cycle ii, learning activities for reading comprehension using the herringbone technique have increased. this can be seen in the students' activities before using the herringbone technique in preliminary research; students were not yet active in the learning process. however, after being repaired in cycle i and cycle ii, the learning process changed from before, students were more active in asking questions, being confident, and expressing their opinions. this study experienced an increase; the results of this increase can be seen in the following graph: picture 2 the diagram achievement on reading comprehension in cycle ii based on the research results on learning reading comprehension using the herringbone technique in cycle ii, learning reading comprehension skills has increased, this can be seen from the class average value of 14, the initial condition of 62 increases to 74. after being repaired in cycle ii, it increased by 17 initial conditions and 74 increased to 79 v. discussion the improvement of students' reading comprehension through herringbone technique. this research was conducted to know the improvement of the student’s reading comprehension through herringbone technique in an english course for the first grade of senior high school. based on the result of this study showed that herringbone technique can improve students’ reading comprehension. it can be seen in the average scores obtained in each cycle. in the first 136 cycle, the average value of the class increased by 14 which in the initial condition was 62, it increased to 74 with a percentage of 63%. in the second cycle, the average value of the class increased by 17, which in the initial condition was 74 it increased to 79 with a percentage of 84%. it indicated that the improvement of students' reading comprehension using the herringbone technique has improved well. reading comprehension strategy is a cognitive or behavioral action that is enacted under particular contextual conditions, with the goal of improving some aspect of comprehension (mcnamara, 2007). comprehending a text does not just understand the meaning, vocabularies, and the grammatical structures but more than that. the skills and processes that are needed in order to understand a text. the comprehension processes we outline are central not only to reading comprehension but also to listening comprehension, with an important caveat: listening comprehension is intended as the understanding of a text read out loud, and not listening in the sense of everyday conversations and interactions (oakhill et al., 2019). reading comprehension is crucial not just for understanding text, but for learning more generally and, thus, education more broadly. it is also requisite for social activities because of email, texting and the numerous web applications that people use on an everyday basis (oakhill et al., 2019). margaret bouchard, stated that one of the main focuses of herringbone technique as the technique of reading comprehension is making students’ understanding in reading effectively. the herringbone technique is considered very effective in the learning process of reading comprehension. therefore, one way to overcome obstacles in learning to read comprehension is the herringbone technique (margaret, 2005). this is because the interesting patterns of graphic diagrams help students to organize and classify information on the assigned reading text (mcknight, 2010). the visual patterns of the herringbone technique creates a framework for students to shorten the information. the herringbone provides readers with a framework for recognizing and recording main ideas and supporting details during and after reading (jacobs, 2010). the categories included in the diagram are often the main idea (the spine of the fish) and “who, where, what, why, when, and how” (the ribs), but they can be altered to fit the particular text students are reading. other research which uses the herringbone technique to develop the efl (english foreign language) students’ reading 137 comprehension in indonesian context. it employ the herringbone technique to improve reading comprehension on descriptive texts. these experimental studies revealed that the students’ reading scores in their post-tests significantly increased after the implementation of ht compared to their pre-tests before the technique was given as treatment. thus, their research findings basically conclude that ht gave a positive effect on students' reading comprehension. ht was also successful in developing their comprehension by increasing attention to detail information. next, (rosyida & ghufron, 2018) develop reading comprehension by comparing herringbone technique (ht) and tri focus steve snyder technique (tfsst). the implementation of ht to overcome the students’ problems in reading comprehension is successful. ht is more effective than tfsst to teach reading comprehension, the students having high reading habits have better reading comprehension than students having low reading habits, and there is no interaction effect between teaching technique and students’ reading habits in teaching reading comprehension. besides that research has shown that herringbone technique not only improves reading comprehension but can help readers to find detailed information of the text then decide and identify the main idea. herringbone pattern is used to help students identify the main idea and related supporting ideas of a lesson, text, or concept (zygouriscoe & glass, 2004). herringbone technique can help the students to comprehend the text, help to organize important information in a text, and help to improve students’ reading comprehension. vi. conclusion reading comprehension can improve through the herringbone technique. the results showed that after applying the herringbone technique, students are active in giving responses, more active in asking questions, making students understand reading effectively about texts that they have read. the improvements of students' reading comprehension improve in each cycle. in the first cycle, the average value increased by 14 with a percentage of 63%. in the second cycle, the average value increased by 17 with a percentage of 84%. the improvement of reading comprehension through the herringbone technique has been carried out by guiding students in reading activities, guiding students to answer questions, rewriting with herringbone sheets about 138 texts that have been read, and motivating students to express their opinions. e. references aziz, i. n. 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(2018). the role text structure inference skill plays for eighth graders’ expository text comprehension. reading and writing, 31(9), 2065–2094. zygouris-coe, v., & glass, c. (2004). herringbone pattern. 135 journal of english education and technology vol. 01 no. 02, june 2020, pp. 135 153 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) improving students’ reading comprehension skill using fable story text (a study first grade of mts miftahul ulum gondangrejo gondangwetan pasuruan) ulfah romdoni 1, salamun2 students of institut keislaman abdullah faqih gresik1 students of universitas islam malang2 ulfahromdoni@gmail.com1, salamjamal45@gmail.com2 abstract this study is to examine: (1) to describe the implementation of using fable story to improve reading comprehension skill at the first grade of mts miftahul ulum gondang rejo gondang wetan pasuruan. (2) to know the students’ responses in reading comprehension skill by using fable story at first grade of mts miftahul ulum gondangrejo gondangwetan pasuruan. the researcher is carried out at mts miftahul ulum gondangrejo gondangwetan pasuruan on 23 april 2019, the method used for the research is descriptive qualitative. the data collection technique which is used in this research is observation checklist; it is used to obtain the data of the implementation of the fabled story to improve reading comprehension skill. the result of students responses that are taken from the interview, most of them gave positive reactions in reading comprehension skill by using fable story. and from the score of daily assessment, there are 13 students from 20 students answer the researcher’s question by the excellent answer in the 1 st meeting and 15 students from 20 students respond in the 2nd meeting. it's mean that the responses students of mts miftahul ulum gondangrejo gondangwetan pasuruan are interested in the implementation of fable story to be the source of learning reading comprehension skill. finally, the research can support further researcher. and it is recommended for the english teacher to apply fable story as a source in teaching reading comprehension skill. moreover, students can comprehend simple text easily. keywords: fable story, reading comprehension skill. http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:ulfahromdoni@gmail.com1 mailto:salamjamal45@gmail.com 136 i. introduction reading is an activity done by people to get information out of a text. the texts, which have been adapted for level appropriateness, allow students to build essential reading skills while they examine crucial topics in their lives (richards & eckstut-didier, 2011). it has been known that students tend to face written texts every day. the written documents could be found in magazines, newspaper, books, articles on paper and internet, and other kinds of printed materials. those written texts give so much information for learners. in some schools, documents are widely presented in the learners’ textbooks. furthermore, hadyan states that the purpose of teaching reading in the context of english learning is comprehension. reading comprehension is the process by which we understand the text we read. it is the purpose of reading, why we teach it, and why we care about it (hadyan, 2013; miquel & duran, 2017). therefore students who have excellent comprehension skills can learn and understand the text easily. academic reading comprehension is also used to test a student’s ability to read critically. these higher-order skills are tested not only in language exams and comprehension exercises but also in other subjects such as literature, geography, history and biology (paulson & holschuh, 2018). reading comprehension is also one of the necessary competencies which are related to the goal of the 2013 curriculum, namely to create the genre-based character building (aziz, 2019). in the curriculum, reading is one of the essential skills in english teaching, which must be mastered by language learners in indonesia, especially for students’ of junior high school. thereby, they can join the language teaching and learning process well. moreover, teaching reading comprehension aims to help students to be a good reader. good readers make sense of the text by processing the information quickly efficiently and automatically (aziz, 2019). by knowing this evidence, the english teacher has to prepare students to be able to comprehend the book, but many students get bored when they start to read. there are many experiences which have been shown that the students often get failed in comprehending a reading text. therefore, students get bored in learning reading comprehension and lose their motivation in reading comprehension activity. in considering the teaching reading comprehension skill, an english teacher has the critical role in the classroom to encourage the students to be motivated in reading comprehension skill, especially for them who are in the first of junior high school. the english teacher must be able to encourage the students to make reading as their habit and also make them accustomed to reading in the classroom activity, from the actions which were found. 137 language learning has been divided some levels of language learners that we know as teaching across proficiency level; there are teaching beginning levels, intermediate levels and advanced levels. in this research, the researcher chooses a beginning level because this level is intended for students who are at a beginning level english program in junior high school, college or higher education. especially for them who are in the first of junior high school. to make the young learners enthusiastic in learning reading comprehension, the english teachers can apply some storybooks. in this grade, they are must be able to understand the simple text. and in the process of teaching-learning reading comprehension which has been used by the english teacher, like as, fable story. fable is one in all the narrative texts. narrative text functions to entertain readers or listeners. the task is to instruct the readers or listeners in these problems should be confronted and attempts made to resolve them. a fable is the short animal tale, most often told or written with moral tagged on in the form of a proved. fable story is one of the narrative texts that should be learned by students. and its new writing and the students can learn from it. and many schools have used the teaching method of using fable story, one of them is mts miftahul ulum gondang rejo gondang wetan pasuruan. ii. literature review a. understanding reading reading is one of the skills that students should learn. the learners have to be able to read the text effectively and efficiently to get information from the source (mislaini, n.d.). reading is a process of interactive that goes on between the reader and therefore, the text (aziz, 2019), resulting in incomprehension. it means that reading has an active and interactive process, although it is receptive. trough reading, the reader, get information from the text and it is a process of negotiating to understand between the writer and reader. it means, the reader can feel what the writers think when reading (maman & rajab, 2016). although there have been several definitions of reading, it is not easy to define learning in one sentence. in summary, reading is an active process between the writer, text and the reader. there are interactions between them during reading. communication between the writer and the version is conducted by the writer in which he uses language (semantic, syntactic and phonological) to produce text that conveys meaning. then the interaction between the reader and the book happens when the reader tries to make sense of the text to get the writer’s intended purpose through their background knowledge (kim & piper, 2019). therefore, in this case, the researcher presents the nature of reading comprehension skill, the process of reading 138 and the importance of reading. reading comprehension skill is a very complex task involving many different skills. thinking in english, reading does not just understand the words or grammar. thinking, to read well in english, you must believe in english (ceylan & harputlu, 2015). reading comprehension skill is the act of understanding of a text. for many students, reading comprehension skill is a problem, but since they can read in their language. they tend to attribute their difficulties in comprehension of the english language, or they may feel that fault lies in their stupidity (mikulecky & jeffries, 1997). reading comprehension skill can be seen as the ability to find the stated or unstated writer’s idea in the text. the essence of reading comprehension skill is to understand all the information delivered by the writer. it also refers to the ability to connect between the words in a text, to understand text ideas and the relationships between ideas conveyed in writing (bell, 2001). it also can be said that reading is not only the process of getting the written symbols to correspond to one’s spoken language, but it is also the process of making the meaning of words, sentences and connected text called comprehension. in classroom activity, the english teacher practices the reading activities into three interrelated stages. in teaching sequence for guided reading, the activities a divided as follows: before reading, during reading and after reading text. b. the kinds of fable story in teaching process of reading comprehension skill, the english teacher needs source from storybook to support the teaching and learning as alike fable story. it is commonly believed that the use of fable story can make teaching and learning reading comprehension skill to be exciting, and the students enjoy. especially in the teaching process of reading comprehension skill here, the english teacher used the fabled story. fable story is a folk tale. the folk tale is a short story that has been passed down from generation to generation. the kinds of a folk tale: 1. legend is a folktale that usually has some connection to a real historical person or event, combining factual and fictional elements. examples: robin hood, king arthur and the knights of the round table. 2. fairy tale is a folktale that takes place in a magical land ruled by royalty, and the characters are either good or evil — examples: cinderella, snow white, beauty and the beast. 3. myth is a folktale that explains something about the world, such as frightening or mysterious natural forces — examples: orpheus, venus, the midas touch. 4. tall tale is a folktale with unbelievable exaggerations told as if it were true and 139 meant to be humorous. examples: pecos bill, paul bunyan, johnny appleseed 5. fable: a short folktale that involves personified animals and teaches a lesson or moral. case of aesop’s fables, the tortoise and the hare, the boy who cried, wolf. a fable is a short story that conveys a moral education (meyer, haring, brandt, & walker, 1980). sometimes, the animals' characters that act and talk like animals. a fable is additionally a short story illustrating an ethical. unlike the parables, fables include talking animals or animated objects because of the principal characters. fables are moral tales, often involving animals that represent people. they reveal human experiences and show conflicts over the issue. they are generally short and concise stories. fables communicate some moral message typically through the depiction of animals, who speak or otherwise take on human characteristics. an allegory is another style of story, also passed down from generation to generation and told to show a lesson about something. the parable is about animals that may talk and act like people, or plants or forces of nature like the devil or wind. the plants could also be able to move and even speak, and also the natural forces cause things to happen within the story thanks to their strength. the first famous fables were written by a person called aesop. we all know them as aesop’s fable, and he wrote more than 600 of them. the parable is flexible enough to implement a wide variety of security policies, including access control, information flow, provenance, and security automata. the story, a core formalism for language in which programmers may specify security policies and reason that these policies are properly enforced (swamy, corcoran, & hicks, 2008). fable definition: literary genre that is a brief allegorical narrative, in verse or prose, illustrating a moral thesis or satirising human beings. the characters of a fable are animals who talk and act like people while retaining their animal traits. examples: aesop’s fables, the tortoise and the hare, the boy who cried wolf; the city mouse and the country mouse; the lion and the mouse c. fable story as the source of reading comprehension skill fable story that shows or suggest the relationship between objects and or people can be perfect for introduction, practising or reviewing grammatical structures. students increase the vocabulary and reading comprehension skills, learn valuable lessons about ethics and behaviour, become familiar with the principal elements and parts of a story, and acquire cultural literacy (naidoo, 2011). in teaching and learning process, most of the students, especially students of first of junior high school usually last of motivation to study english and not all of the students like fable story. the english teacher thinks that fabled story is an appropriate one as a 140 source in teaching achieves the aim of reading comprehension skill based on the curriculum. besides that, fable story is one of the sound causes which can help students to understand the lesson quickly, and it can make the students enjoy in teaching and learning process. the english teacher hopes that fabled story is helpful in teaching reading comprehension skill to improve the student’s ability. for instance, the english teacher asks the students to read the story. and then to increase students’ reading comprehension skill about the materials by giving fable story, applying text structures and linguistic elements to carry out a social function for declaring and asking about the ability and willingness to act, according to the context of its use (widodo, 2016). so that they not only can read but also students can understanding discovering main ideas, identifying main detail, knowledge vocabulary and summarising concepts. so the english teacher asks the students to guess the difficult word, it makes them active during the teaching and learning processing. this fable story is considered as one of the aids which can simulate the students. and to interesting interned read book story. d. reading comprehension skills to the students of junior high school english as a foreign language is taught in all school in indonesia. it has been taught in education institution level. especially in the first grade of junior high school. in teaching reading comprehension skill, the english teacher should have the ability to guide students in learning reading comprehension skill. the way to teach reading to the students first of junior high school is not easy for an english teacher because the students have different characteristics. curriculum as the foundation of teaching and learning process covers subject matters and students’ learning experience from inside and outside of school (subandi, n.d.). reading comprehension is also one of the necessary competencies which are related to the goal of the 2013 curriculum, namely to create the genre-based character building. the curriculum of 2013 is not implemented in every school in indonesia. the curriculum of 2013 is used as the guide for the teaching and learning implementation in all levels of the educational institution, including a primary school and high school. this new reform is believed as the one more effective in enhancing the learning process than the current curriculum. the english book of 2013 curriculum for students guide are prepared to improve their language skills. the book display is using a text-based learning approach, whether oral or written, by placing the english language as a vehicle of communication. a good reader, when 141 reading, should always keep making questions in their mind about information presented in the text and try to final the answer. it is essential to concentrate their mind on comprehending the text being read. the purpose is to understand the book rather than to acquire meaning from individual words or sentences (pourhosein gilakjani & sabouri, 2016). the english teacher chooses a beginning level because this level is intended for students who care are in a beginning level english program in junior high school, college or adult education. iii. method based on the research, the researcher design of this study is qualitative descriptive. this research aimed to find the description of the implementation of fable story text to improve reading comprehension skill at first-grade junior high school. a descriptive study was designed to obtain complete information about the description of the people, object, events, places, conversation, concerning the status of phenomena. this study was principally observational research. in this study, the researcher observed the classroom when the teaching and learning were processing to find the implementation of fable story text. in this case, the researcher found the teaching and learning process in the classroom; included the material and the topic that used in teaching and learning process, and also the english teachers activity at the school. the real english teacher conducted this study. while the researcher becomes an observer to be more focus on the subject that was going to be observed. the researcher acts as an instrument and the collector of data. in this research, the researcher chose the location of the study in mts miftahul ulum gondangrejo gondangwetan pasuruan and interviewed with the object of study. the researcher did observation toward the objective of the survey after consideration. so, the researcher wrote the creation of the reality of behaviour to carry the data which was gotten as the research. the researcher used a series process of data analysis. 1. data reduction data reductions will the process of differentiating relevant and irrelevant data. a data reduction was thinking of the process that needed intelligent and knowledgeable. with the data reduction, the potential universe of data will be reduced in the anticipatory way as the research choose a conceptual research question and instruments. once actual fields note, and interviews. and then, to get information’s about teaching reading comprehension skill used fable story text, the researcher do interview with the students first of junior high school of mts miftahul ulum gondangrejo gondangwetan pasuruan and with the english teacher. the purpose of the interview with the students was to get the responses from all of the students in mts miftahul ulum gondanrejo gondangwetan 142 pasuruan. the researcher will acquire data reduction by interviewing some teachers. 2. data display for the interview with the english teacher redacted until the researcher could describe how the implementation of using fable story text in reading comprehension skill and discussion with the students, the researcher redacted the entire data interview. from 20 students until eight students had interviewed by the researcher. and then the reducted data was redisplayed by the researcher to be easily understood. 3. conclusion drawing/verification the last of analysing qualitative data was conclusion drawing or verification. the outcome in qualitative research was the new find in study. the conclusion drawing or audit involved the researcher in interpretation drawing meaning from displayed data. after analysing the data, the researcher did the data analysing. it means that the researcher could analyse the data and then could reduce the data if the data was unimportant. the parsing of the data could be done in the last activity after all the data collection finished to be collected. after analysing, the research data should be carried out to the investigation that was verification to validity her finding. the result is a reliable verification technique to validity data that was based on the criteria were used. there were (readability), (transferability), (dependability) and (conformability) in this verification to validity data the researcher used belief degrees along with scarcest that contain: the techniques of including extension were that the researcher stayed in the object of research until being satisfied to collect the data. in this matter, the researcher followed the process of teaching that was held in mts miftahul ulum gondangrejo gondangwetan pasuruan. diligences of supervision was searching interpretation consistently with many methods in the link with constant analyse a process or tentative. searching any influence effort, limiting, searching could be counted on and what could not be counted on. triangulations with the source were comparing and rechecking the information gotten through time and different tool in qualitative researcher by comparing the result of observation data with the outcome of interview data. mathison state that the value of triangulation lies in providing evidence-whether convergent, inconsistent, or contradictory. by related documents, in this matter, the researcher reset right the information that got through data, the researcher’s observation and document list from mts miftahul ulum gondangrejo gondangwetan pasuruan. iv. result and discussion 1. the implementation of using fable story text in the first meeting and second meeting 143 the implementation of fable story text is done for two observations. fable story text is used to make the students interested in learning and make them be able to read well and comprehend the text easily. the view is conducted on april 24th until april 29th 2019 in mts miftahul ulum gondangrejo gondangwetan pasuruan with 20 students in first grade in academic 2018-2019. the light is given during the teaching-learning process. the researcher uses checklist observation.’ a. pre reading activity before the class began, the english teacher starts the lesson with an opening session consisting of a greeting. the students look enthusiastic in learning english; it can be known from how the students answer the teachers are greeting, and all of them also give a good response. after giving a greeting, the english teacher also introduces the researcher to the students and explains to her students that the researcher joins in their class for some purpose. then, the english teacher checks the attendance list by calling them one by one. in the first meeting, all of the students can join the class without any absent. the english teacher gives homework to the students about fable story text entitled “the little red hen” (see appendix 5). in this fable story text, the students must translate this story in indonesia language and answer the question about an account (see appendix 6) and through this story, the students making mini books. the english teacher remembers to students about homework. have you done the homework in the last week? after that, the english teacher asks the researcher to give value and correct the fable story text. and the students make group, so came forward in front of the class to read the book and translate in indonesia language. figure 1 fable story text entitled “the little red hen” taken from accessible fable story text https://www.amazon.com/little-red-henbook. https://www.amazon.com/little-red-hen-book https://www.amazon.com/little-red-hen-book https://www.amazon.com/little-red-hen-book 144 b. while-reading activity after doing pre-activity, the english teacher asks one of her students to distribute the text of fable story text entitled “the goose that laid golden eggs’’ to her friends. (see appendix 8) the fable story text is simple text and full of colours, so it looked interesting. the fable storey entitled “the goose that laid golden eggs’’ then, the english teacher implements the fable story text in front of the class. the fable story is simple text and also can be seen clearly. so, it can make the students can discovering the main idea, identifying detail, understanding vocabulary, summarising concepts and the students comprehend the fable story text in more easily. the fable storey text adapted from the famous storybook. figure 2 fable story text entitled “the goose that laid golden eggs” taken from popular fable story text ©www.kids-pages.com. the english teacher ready with the reading text and this fable story text actually, it is not the first time for the teacher uses fable story text as a source to teach english, especially in teaching reading comprehension skill. it is expected to help the students to increase their vocabularies and of course, understand the reading text easily. before the first fable story text is implemented, the english teacher stimulates the students by giving some questions related to the topic. she provides some questions about “the goose that laid golden eggs’’ to the students. do you know this story? do you like this story? and this story has been displayed on the television because of many children like it. the english teacher then asks some students to read the text. and translate to indonesia language. after that, if they don’t know the meaning of the words, they guess the meaning of those words by looking at the picture (fable story). however, if they still don’t know the meaning of those words, the teacher helps them to get the meaning of those words. besides, at that time, some of them find difficult concepts, and then the english teacher only gives them the clues of those words so that they try to guess the meaning of those words and the english teacher asks another student who may know the meaning of those words. after all of them have done to read the text, the english teacher asks them about the moral story. 145 after that, the english teacher asks them to do exercise. after they have finished doing their practice, the english teacher asks them to submit their work and discuss it together to know the correct answer to the questions. c. post reading activity at the end of the first meeting. the english teacher asks the students about their difficulties in comprehending the text and also gives a conclusion about the lesson that they have been learned at that time. before the students left the classroom, the english teacher gives homework to students. to translate in indonesia language and do exercise, entitle “the ugly duckling” (see appendix 11) and do exercise (see appendix 12) through this story, the students make mini-book. after that, the english teacher said good-bye and left the classroom. figure 4 fable story text entitled “the ugly duckling” taken from accessible fable story text https://www.amazon.com/uglyduckling-little-golden-book in the second meeting, the result of observation is the same as the first meeting but different topics, the fable story text and the implementation in every session. the teaching material, which gives about the narrative text and the english teacher shows fable story text. the first meeting the fable story text entitles “the goose that laid golden eggs’’ and the second meeting entitles “the lion and the mouse” it’s narrative text, and the story text engaging and makes fun to the student. so it can motivate them to read it, the materials are about human animals, the lion and the mouse. during observation in mts miftahul ulum gondangrejo gondangwetan pasuruan, the source story which used in teaching reading comprehension skill is implemented well. because the researcher means that the fable story text can make the students interested, because the story text is full colours, and can motivate the student to read. so in this story source, they could share each other’s to comprehend it. according to miss puji astutik as english teacher, the improving students reading comprehension skill using fable story text in mts miftahul ulum gondangrejo gondangwetan pasuruan is good, because the students are looked enthusiastic and give attention in learning english. it can be known from how the students answer the teachers are greeting, 146 and all of them provide a good response. the english teacher uses fable story text as a source and gives some opening question related to the topic. so the students answer the english teacher and provide seriously. besides that, they also ask when they don’t understand the explanation. after explaining, the english teacher asks the students to read the fable story text, which has been distributed, and the researcher means the entire student looked happy and fun. as a good teacher, the english teacher gives motivation to the students to be enthusiastic about reading and active in the teaching-learning process. so, the students are not bored. after the students read the fable story text, then the english teacher corrects and explants their mistake, and the students give attention. the students are ordered to repeat to read the book, and the english teacher helps the students to translate the text by responding to some question. 2. the result of the second observation: a. pre reading activity the english teacher starts to begin the lesson with the opening session. as usual, the english teacher greets the students and then checks the students’ attendance. in the second meeting, one of the students is absent because she is sick, so there are 19 students left in the class. after checking the students’ attendance, shortly, the teacher asks the students about the previous lesson that they have studied. it means that the english teacher wants to know whether their students still remember the material in the last experience or not. fable story text, the students must translate this story in indonesia language and answer the question about the story and through this story, the students making mini books. the english teacher remembers to students about homework. have you done the homework in the last week? and please collect in front of the class! after that, the english teacher asks the researcher to give value and correct the fable story text. b. while-reading activity like the first meeting, in this activity, the english teacher asks one of the students to distribute the text of fable storey entitles “the lion and the mouse”. the teacher has prepared the story that is still a fable story. but it is a different topic. the title is “the lion and the mouse” (see appendix 14). it is a little bit more complicated than before. and she gives some questions about the “the lion and the mouse” to the students, for example: “who has ever seen a lion?”, “who has ever 147 listened to this fable story?” etc. .the english teacher uses bilingual language at that time. the fable story is simple text and the picture, so it looks funny and exciting. the fable storey text tells about everyone has talent and abilities. in this case, the english teacher shows the fabled story in front of the class. the english teacher asks the students to give an opinion about the situation of the picture. the fable story is adapted from the famous storybook. after all of the students have got it, the english teacher reads the text sentence by sentence loudly with proper pronunciation and expression. the students are asked to listen while looking at the reading text that has been gotten, and then they are asked to repeat the sentence what the english teacher read. so the students can follow readings and understand the text. then the english teacher helps the students to translate the content of the text sentence by sentence. after that, the english teacher asked them to do exercise. but in this case, she helps her students to comprehend and translate the questions together because some of them still don’t understand yet about the problems. the students then do the exercise. after they have finished doing their practice, the english teacher asks them to submit their work and discuss it together to know the correct answer to the questions. c. post reading activity because the time was limited, so the english teacher directly gave a conclusion about material shortly. after that, the english teacher said goodbye and left the classroom. 3. the students’ responses to the teaching by using fable story text the researcher uses the interview as the instrument to get the data for finding the answer of the second research question that is to find the students’ responses to the teaching reading comprehension skill using fable story text. the interview is held on the last day of observation. at that time, the researcher interviews the english teacher and students. firstly, the researcher does unstructured interviews with english. the items of the interview sheet show and describe the response of the students to the teaching reading comprehension skill using fable story text. the english teacher says that the students fell enjoying the class by using fable story. the students are motivated to read by using fable storey text which can be seen when they know that the english teacher brings some story text. the english teacher then says that the students can comprehend the text easily using fable story text because when they don’t know the meaning of some words in the book, they can see the story so understand the meaning of those words or they can find the meaning of words in the dictionary. secondly, interview the students. it shows that most of the students say that they 148 love to study english, especially reading comprehension skill by using fable story text. ria ariyani as one of the students from the first grade of mts miftahul ulum says that “fable story is one of the stories that has full of entertainment elements. some of the stories are funny and interesting presented in these tales. by doing so, fable story is one of their entertainment for the reader and makes the reader can feel happy”. diana wakhidatul kholidah, she says that “if the english teacher uses fable story text for teaching reading comprehension skill. fable story will be outstanding in helping improve the understanding and knowledge of the students with new vocabularies. the vocabularies which are might not be found on the subjects in the school curriculum”. the researcher also interviews with siti mutmainah; she says that if we can understand the contents of a fable story genuinely and thoroughly, we will find a variety of moral values and guidances to the goodness. hence, fable story, as bedtime activities are essential to bringing lessons in comfort ways”. according to eliya, says that “one the important aspect of fable story is emotion. almost all stories on the fabled story require deep emotions, such as sadness, anger, and also happy. with the many reading fable story, this will increase the ability of one’s affection and emotional sensitivity. thus, telling a fable story to a kid will bring out the sense of sympathy, which brings the feeling to be more sensitive and capable of feeling what is perceived by others ”. shinta dwi nurriya also says that “fable story is as one method or act as vessels for one’s hobby. especially for those who have reading and writing hobbies, fable storey considered as one of the things that are important to their hobby as making up fairy tale, storytelling, etc. while for those who have a hobby of reading, they can be, of course, spend their time reading fable story.” so, wardatun nafisa says that reading is a key to a better future since it has so many knowledge for those who are doing it. and by telling a fairy tales is one way to stimulate the hobby of reading. eventually, as they grow up, they’ll love to read since the very early age. hence, the benefits of telling fairy tales to students will bring the next generation to be better generation by default.” and siti muzillah says that she is not too like english, but she like if the english teacher applies fable story text in teaching reading comprehension skill, during the english teacher applies fable story, all of the students are interested with the story. the last student who was interviewed by the researcher is zumrotul faidah, says that improving students reading comprehension skill using fable story text makes all of the students of the first grade of 149 mts miftahul ulum gondangrejo gondangwetan pasuruan enthusiastic with this story. so, the researcher can conclude that all of the students of mts miftahul ulum are happy and have much spirit and motivated to study reading comprehension skill by using fable story. it means that the students like fable story text very much. so the student’s responses towards the use of fable story text to be the source learning in reading comprehension skill are good. 4. the students’ reading work after the use fable story text is applied to the students as documentation students’ reading work in teaching reading comprehension skill as documentation. to know the result of the students’ reading work by using fable story text, the english teacher gives them an exercise consisting of some questions in every meeting and modify existing material. from that, the english teacher tries to analyse the students’ reading work that is submitted at the end of class. and the analysis is focused on their understanding and the grammatical. the english teacher asks them to answer the questions by the complete answer. most of them understand the text. but some of them cannot answer the questions by the correct grammatical and uncompleted answer. so, this study tries to describe the result of the students’ reading work when the use of fable story text is applied to the students as documentation. it is scored based on the scoring criteria. besides, the result of the students’ reading work is presented into a table consist of their scores from the first until the last meeting. in the first meeting, the exercise is the form of question-answer in the form of easy based on the text, including fable story text. based on the first students’ reading work of the first meeting, some students are making some mistakes in grammatical. here are the examples of the students’ reading work that categorised bad, good, outstanding and excellent reading comprehension skill. the following is one of the examples of the students’ reading work gets the “bad” category. the students reading work above is one of the results of two students who get a terrible score in the first meeting. here, the student can answer question number one, three, four, five and number six. most of them almost answer completely and well grammar. it influences their score. but she is wrong to answer eight numbers. it may be she does not understand the questions and the mean of it so that she does not get the score in those numbers. so, it shows that her comprehension of the text given by english teacher by poorly categorised. the student’s reading work above shows that the student comprehends the text and of course, the questions very well. so, her reading work is categorised “very good”. in this case, she answers all of the 150 items, and no one does not respond. but most of them were the almost unperfected answer, number two and eight. one of the examples of the students’ reading work gets “excellent” category is the zumrotul faidah reading work above which is analysed by scoring method, it is categorized “excellent” because almost all of the questions are answered thoroughly and correct grammatically. so in this the first students’ reading work, it can be concluded that the students actually understand and comprehend the story text well. it is showed that most of them get “excellent” score. some of them are “very good” and “good” rating. and only a few of them, two students get a “bad” score. it means that they have a good comprehension of the text, although they often make mistakes in grammatical, their understanding is good enough. it is the last students’ reading work that is done in the previous meeting. the topic of the reading text is different from the previous ones; the item in the last session is “the lion and the mouse. after that, the students are asked to do the exercise. and it is still same as the first and the second exercise that is consisted of some questions. in the last meeting, 15 students have got excellent, three students very good and two students have got right. the mistakes made by most of the students are still about logical and uncompleted answer although the english teacher has told the students about it to answer all of the questions by using complete response which could influence their score. but, the result still shows that they get an excellent rating. it means that their comprehension skill is always outstanding. here, the third simple narrative text was the longest one entitle “the lion and the mouse”. then, one of the examples of the students’ reading work who get the first category, some of the questions answered, but they are used uncompleted sentence and incorrect grammatical. so, the student is categorised “very good” in comprehending the text and also understanding the questions. based on khoiriyah’s reading, work shows that the student almost gets the perfect score. most of the questions are answered correctly. it means that they answer the questions by using complete sentence and correct grammatical. it can be categorised “excellent”. so the student has excellent in comprehending the text and the also understanding the questions. thus it can be concluded that fable story text is suitable for teaching reading comprehension skill to the first grade of mts miftahul ulum gondangrejo gondangwetan pasuruan, especially young learners in improving their reading ability. according to the unstructured interview with the students, informal conversation with the english teacher and the students’ reading work when 151 the user of fable story text is applied as documentation are very significant. 5. discussion 1. the discussion of implementation of using fable story text to teach reading comprehension skill in this section, the researcher would like to discuss the implementation of using fable story text in reading comprehension skill. to describe the application of the fable story text, the researcher uses the observation checklist as an instrument. before the lesson began, the english teacher prepares since the fable story text, tools and other need. when the english teacher explains about all of the material, she read the book loudly with excellent pronunciation, while, other students listen to the passage carefully. therefore, it can be concluded that use fable story text here, help the students to comprehend the text easily. from the story text, they can understand the meaning of the problematic word, when they do not understand the book. all of the methods that have to apply with the english teacher, usually in fable story text are difficult and fell as one of the useful visual aid which can help the students to understand the lesson quickly, and it can make the student active in teaching and learning process. 2. the discussion about students’ responses to the teaching reading comprehension skill by using fable story text in the result of students’ responses are taken from the unstructured interview. most of them give a positive response in teaching reading comprehension skill by using fable story text. it means that most of the students are interested in using fable story text as a source in teaching reading comprehension skill. when the english teacher explains about the fable story text, many students are enthusiastic, and all of them give a good response, but some students give an inadequate reaction, it is just four students. from it, the researcher can conclude that many students of mts miftahul ulum gondangrejo gondangwetan pasuruan are happy and have much spirit and motivated to study in reading comprehension skill. the students' response toward the use of fable story text to be learning in reading comprehension skill is excellent. according to the result of the unstructured interview with the english teacher and students, it shows that fable story text is useful in teaching-learning to read. 3. the discussion about students’ reading work that using fable story as documentation the result of students reading practice, it can be seen from the score good by the students in every meeting. it shows that most students get excellent, bad and also excellent rating in their exercises. in the first meeting, 13 students get excellent, three students get excellent, two students are 152 good, and two students get bad. in the last session, 15 students get excellent, three students get attractive, and two students are exceptional. it means that responses of students of mts miftahul ulum gondangrejo gondangwetan pasuruan are interested in the fable story text to be the source of learning reading comprehension skill. finally, the responses are higher than in the first meeting. although some of the students get weak/bad score is that less than 50. so, by looking at the scores of the students, the researcher can say that the fable story text is useful to increase the students’ reading ability. fable story text is a good source for mts miftahul ulum gondangrejo gondangwetan pasuruan, especially the first grade in learning reading comprehension skill. in conclusion, fable storey texts are beneficial for the students in understanding the material and motivated the students to learn reading comprehension skill. v. conclusion in this study, two findings are obtained from the results of the study of the observations in mts miftahul ulum godangrejo gondangwetan pasuruan. they are described as follows: from cycle 1, the implementation of fable story text is a useful source to improve students reading comprehension skill. the english teacher gave them ways of reading. the english teacher also explained how to use fable story text in the process of reading comprehending of a passage in the reading activities. the english teacher invited the students to get involved in reading activities so that they understand more how to solve their reading problem. from the cycle 2, the implementation of fable story text could improve the students’ reading skills. they grasp information from a book they read and understood. they identify the primary and details ideas of the text. the fable storey text also improved the students’ creativity and vocabulary mastery. the exciting ways of making fable story could make the students read documents effectively and efficiently. they also became good in paraphrasing a sentence which represented their understanding of information within the sentence. the conclusion about the students’ responses is different between using fable story text and without using fable story text. the students' answers are all of student mts miftahul ulum godangrejo gondangwetan pasuruan are excellent and enthusiastic about teaching reading comprehension skill by using fable story text. while some students give poorly respond. all of the students provide good responses toward the use of fable story text in teaching reading comprehension skill. because when using fable story texts, the students more understanding about the version when the english teacher began to explain about the material. it means that the responses of 153 students of mts miftahul ulum godangrejo gondangwetan pasuruan are interested in the fable story text to be the sources of reading comprehension skill. vi. references aziz, i. n. 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(2016). the implementation of cooperative learning model" number heads together"(“ nht”) in improving the students’ ability in reading comprehension. international journal of evaluation and research in education, 5(2), 174–180. meyer, b. j. f., haring, m. j., brandt, d. m., & walker, c. h. (1980). comprehension of stories and expository text. poetics, 9(1–3), 203–211. mikulecky, b. s., & jeffries, l. (1997). basic reading power: pleasure reading, comprehension skills, vocabulary building, thinking skills. addison-wesley. miquel, e., & duran, d. (2017). peer learning network: implementing and sustaining cooperative learning by teacher collaboration. journal of education for teaching, 43(3), 349–360. mislaini, m. (n.d.). improving students’ reading comprehension of narrative text by using fable at the grade x sman 1 bonai darussalam. universitas pasir pengaraian. naidoo, b. (2011). aesop’s fables. frances lincoln ltd. paulson, e. j., & holschuh, j. p. (2018). college reading. in handbook of college reading and study strategy research (pp. 27– 41). routledge. pourhosein gilakjani, a., & sabouri, n. b. (2016). how can students improve their reading comprehension skill. journal of studies in education, 6(2), 229– 240. richards, j. c., & eckstut-didier, s. (2011). strategic reading level 3 student’s book (vol. 3). cambridge university press. subandi, s. (n.d.). indonesian curriculum development: meaning-based curriculum and competency-based curriculum in the context of teaching english subject. in 2nd international conference on education and language 2014. bandar lampung university. swamy, n., corcoran, b. j., & hicks, m. (2008). fable: a language for enforcing user-defined security policies. in 2008 ieee symposium on security and privacy (sp 2008) (pp. 369–383). ieee. widodo, h. p. (2016). language policy in practice: reframing the english language curriculum in the indonesian secondary education sector. in english language education policy in asia (pp. 127– 151). springer. 154 journal of english education and technology vol. 01 no. 03, october 2020, pp. 154-172 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) the effect of blended learning model on students’ writing skill (an experiment study at tenth grade of madrasah aliyah ibnu husain surabaya) juniati1, khoirul huda2 students of institut keislaman abdullah faqih gresik1 english language department, faculty of tarbiyah, institut keislaman abdullah faqih gresik2 juniati@gmail.com1, khoirulhuda.inkafa@gmail.com2 abstract this research aims to know the effect of the blended learning method on students' writing achievement in the description text. this study used a quasi-experimental in which design involves two groups, namely the experimental group and the control group. the experimental group was given learning using the flipped classroom model, and the control group was given learning using an online driver or enriched – virtual model. the result shows that students who are taught using conventional methods can be proven from the average writing ability. students taught using the flipped classroom model (86,96) have higher scores than those taught using the online driver model (81,8). furthermore, based on the results of the t-test, it appears that sig. (0.177) > 0.05. it means that this research indicates an effective flipped classroom model. key words: blended learning, flipped classroom, ict http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 mailto:juniati@gmail.com1 mailto:khoirulhuda.inkafa@gmail.com 155 i. introduction today, we have entered a period called the knowledge age. the stages of the development of human culture consist of four steps, namely: the agrarian century (before 1880), the modern period (18801985), the information age (1955-2000), and the knowledge age (1995 – present) (dwiyogo, 2018). in this 21st century, the world is experiencing a lot of changes in various aspects of life, such as in the fields of economics, communication, education, and others (aziz, 2019c). in this case, the change being targeted is in the world of education. technological developments are currently experiencing progress, especially in the world of education (aziz, 2019c). the world of education that we used to know in a formal institution is only a medium for the distribution of various kinds of knowledge that can only be obtained through direct learning between teachers and students that take place in the classroom. however, along with the times, advances in the world of education ensued. learning does not only take place at the school but, outside the classroom, between teacher and student can carry out learning activities. things like that, we can be familiar with the term blended learning. besides, e-learning or electronic learning is a computer-based instruction system (computer-assisted instruction) and a computer called plato. the development of e-learning from time to time began from 1990 to 1999. in 1999, e-learning applications were web-based. the development of lms towards web-based e-learning applications is growing totally for both learners and teaching and learning administration (dwiyogo, 2018). the utilization of technology in the world of education has a powerful influence in the world of learning, which, the conventional learning pattern system becomes a modern learning pattern system with information and communication technology, or we are familiar with information, communication, and technology (ict). dwiyogo describes the history of blended learning that developed in the world of training in the beginning as well as in educational institutions, namely, the primary learning source is the trainer/facilitator (dwiyogo, 2018). in this globalization era, a writer writes a paper or a book, and there are many mistakes in the ways of writing. poor writing skills can make the first impression of the writer unsatisfactory and have a negative response if you find an error in spelling or grammar. in writing a paper, it is first necessary to determine an idea to influence or manipulate the mind of the reader, after that conduct research about the ideas suggested then pour a data and information found into a paper in such a way as to force us to remain to focus and honing things that we don't understand also helps to 156 communicate with others (criticism and collaboration). according to gebhardt dan dawn rodrigues “writing is one of the most important things you do in college.” excellent and right writing skills play an essential role in success, both in writing reports, proposals, or university assignments (gebhardt & rodrigues, 1989). the written form is necessary, especially in education (aziz, 2019b). for example, all subject at school is presented in writing. a written form is more admitted than oral because the written form can be preserved. the same thing has been stated by a holiday that paper has an essential role in human life. written language is capable of extending and delivering whatever that cannot be expressed by spoken word (bannell, 1995). in this case, the researcher wants to know the students' english ability, which consists of four skills, one of which is used as a variable, is the ability to write. whether by using blended learning types such as flipped classroom and online drivers, the ability to write students in writing descriptive text has increased or vice versa. ii. literature review a. understanding blended learning blended learning is a combination of online-based learning with face-to-face learning (face to face) in class (conventional) (amin, 2017). in practice, the use of technology is more widely used for learning outside the classroom, especially for online discussions and gathering assignments (aziz, 2019a). this method emphasizes that learning does not only occur in class face to face but also outside the classroom through online media. with blended learning, learning can be done anywhere and anytime because students can freely access all material learned through online media. they can also learn independently without having to ask for a teacher's explanation in full. b. blended learning concept the learning system in blended learning is flexible because students can manage learning according to time, place, path, and pace. so students can optimize their knowledge personally. besides that, it allows asynchronous and synchronous learning interactions. asynchronous learning design will enable students to learn at the same time. for example, students can read messages or respond to discussions in forums. instead, contemporary learning design is usually done within a specific time in conducting learning such as doing quizzes, reviews on chat services, and so forth. tabel 1. the control element in the blended learning model control element description time learning is no longer limited to school days; they can study according to the time they have place learning is not limited to learning in the classroom. they 157 can study anywhere, such as the home, library, etc. path learning is no longer limited to classroom learning by lecturers. but the use of interactive and adaptive software enables learners to learn [in existing methods tailored to their needs]. pace learning is adjusted based on their speed; they can use more time if needed for the learning process. semler in tucker stressed that: blended learning combines the best aspects of online education, structured face-to-face activities, and real-world practice. online learning systems, classroom exercises, and on-the-job experiences will provide valuable skills for themselves. blended learning uses an approach that empowers various other sources of information (tucker, 2012). according to mcdonald in purtadi: the term blended learning is usually associated with including online media in learning programs, while at the same time paying attention to the need to maintain face-to-face contact and other traditional approaches to support students. this term is also used when asynchronous media such as e-mail, forums, blogs, or wikis are combined with synchronous technology, text, or audio (macdonald, 2006). c. blended learning-based learning design learning design is the essential thing in implementing blended learning. some people interpret if learning has been done online means they have done online learning. such something is very wrong. because basically, online learning is not only doing learning online but rather, developing activities for the development of student competencies following the achievement of learning and learning objectives. bloom taxonomy is one of the standards used to adjust learning outcomes and learning designs. bloom's taxonomic pyramid (bloom, 1956) the bloom taxonomy pyramid illustrates the levels of in implementing blended learning, bloom's taxonomy can be a reference in the development of teaching materials and learning activities. following is an example of the application of bloom's taxonomy in the design of learning outcomes and activities that can be applied on a blended platform learning. 158 d. component of blended learning learning approaches, strategies, models, and learning methods are the basis of face to face learning in blended learning. the learning approach can be interpreted as a point of view of the learning process. a learning approach, according to rustaman et al., can be implemented using several learning methods (valiathan, 2002). learning strategies are defined as a plan, purpose, or set of activities designed to achieve specific educational goals. according to sanjaya, in the context of learning, approach means the general pattern of the actions of the teacher-learners in realizing teaching and learning activities. according to lim d. h, morris that various forms of learning methods that are usually used in face-to-face learning are: 1) lecture method, 2) assignment method, 3) question and answer method, 4) demonstration method. face to face learning is one component in blended learning, face to face learning students can further deepen what has been learned through online education, or vice versa online learning to increase also the material taught through face to face. according to jeffrey l. m, milne online learning is. online learning is an open and distributed learning environment that uses pedagogical tools, enabled by the internet and web-based technologies, to facilitate learning and knowledge building through meaningful action and interaction. e. types of blended learning the types of blended learning itself are divided into several class models. however, here the researchers only took two class models to be used as research material, including the following: 1. flipped classroom model the flipped classroom is a method that reverses current classroom conditions. if, in a conventional classroom condition, the teacher presents the material in the school and gives assignments at home, then in the flipped classroom, the teacher gives the task to study the material to be learned. the teacher provides videos, teaching materials, references, and others. j. wesley baker of cedarville university could be the first person to use the term flip classroom. the flipped classroom is a teaching method that has garnered a lot of media attention over the last year. usa today, the globe and mail, washington post, and cnn are all media outlets that have recently 159 reported on this new teaching model. while the flipped classroom is currently being presented as a new teaching innovation, it has been in use for well over a decade (johnson, 2013). according to lius tirtasanjaya et al. in an international journal entitled assessing the effectiveness of flipped classroom pedagogy in promoting students' learning experience in his findings shows that the implementation of the flipped classroom model in a one-to-one computing environment would be worth exploring further. more focus can be placed on the class of mixed abilities and higher abilities. scaffolding can be further refined both for home activities and classroom activities. one improvement that might include differentiating guiding questions used in lower activities under items in bloom's taxonomy for home activities and higherorder questions for classroom activities. in their book flip your classroom: reach every student in every class every day, jonathan bergmann and aaron sams write (bergmann & sams, 2012): “basically the concept of a flipped class is this: that which is traditionally done in class is now done at home, and that which is traditionally done as homework is now completed in class.” picture 1: flipped classroom type 2. online driver or enriched – virtual model according to catlin r. tucker, the online driver is "both the online learning platform and the traditional teacher deliver content. the majority of work is done remotely, but face-to-face meetings with an instructor are incorporated as either an optional or required element depending on the program (tucker, 2012)". according to perkins eastman, “expanding upon the self-blended model, enhanced virtual blended learning delivers a portion of every course online. this content can be performed asynchronously and at a variety of locations. this asynchronous content is complemented by face-to-face interaction with teachers and peers in more conventional school settings. in contrast to most of the other blended learning models, students may not be on campus every day. 160 environmental considerations are similar to the self-blended model providing spaces for seminars, classes and labs, and cyber lounges for using online resources. reduced attendance daily may reduce the overall square footage requires for facilities (valiathan, 2002). picture 2: enriched – model virtual f. syntax of blended learning there are three primary stages in the blended learning model that refers to ictbased learning, as proposed by grant ramsay, namely: (1) seeking of information, (2) acquisition of information, and (3) synthesizing of knowledge (husamah, 2014). the stages of seeking information instructors act as experts who can provide input and advice. at the scene of acquisition of information, students individually and in cooperative collaborative groups try to find, understand, and confront it with ideas or ideas that are already in the minds of students, then interpret information/knowledge from various available sources, until they can communicate again and explain plans and the results of their interpretation using ict facilities. the last stage of ict-based learning is the step of synthesizing knowledge is to construct knowledge through the process of assimilation and accommodation based on the results of the analysis, discussion, and formulation of conclusions from the information obtained. blended learning model syntax syntax teacher's role (1) (2) phase: seeking of information search for information from various sources of information available on ict (online), books, and delivery through face to face in class • the teacher conveys competencies and learning objectives to initiate student learning readiness while preparing students in the process of exploring relevant material through face-to-face learning activities (face to face) in class and learning with ict supplements (online). material exploration activities can be carried out individually or in groups • the teacher facilitates, assists, and supervises students in the process of material exploration, so that the information obtained remains relevant to the topic being discussed, and is believed to be validity/reliability and academic accountability. 161 phase: acquisition of information interpret and elaborate information personally and communally • the teacher guides students to work on the worksheets in group discussions to inventory information, interpret and develop on the concepts of the material towards understanding the topic being taught. • the teacher confronts ideas or ideas that are already in the minds of students with the results of the interpretation of information/knowledge from various available sources. • the teacher encourages and facilitates students to communicate the results of explanation and elaboration of ideas face to face (face to face) or using ict facilities (online), in groups, or personally. • the teacher scaffolding students in working on problems both individually and in groups • the teacher assigns students to elaborate mastery of the material through the provision of questions that are open and rich (open-rich issue). phase: synthesizing of knowledge reconstructing knowledge through the process of assimilation and accommodation based on the results of the analysis, discussion and formulation of • the teacher justifies the results of exploration and acquisition of material academically, and together students summarize the content being learned. • the teacher helps students synthesize knowledge in their cognitive structures • the teacher assists students in constructing/reconstructing material through the process of accommodation conclusions from the information obtained and assimilation based on the results of the analysis, discussion, and formulation of conclusions on the content being taught (adapted from grant in (husamah, 2014)) g. strengths and weaknesses of blended learning according to kusairi that "there are many advantages to blended learning when compared to face-to-face learning (conventional) and with e-learning, whether online, offline, or m-learning" (husamah, 2014). the advantages of blended learning are as follows: 1. students are free to learn the subject matter independently by utilizing the materials available online. 2. students can discuss teachers or other students outside of class hours. 3. learning activities undertaken by students outside face-to-face hours can be managed and appropriately controlled by the instructor. 4. teachers can add teaching material through internet media. 5. the teacher can ask students to read the material or take a test conducted before learning. 6. teachers can organize quizzes, provide feedback, and use test results effectively. 7. students can share files with other students. 162 according to noer that the shortcomings of blended learning are as follows: 1. the media needed is very diverse, so it is difficult to apply if the facilities and infrastructure are not supportive. 2. unequal facilities owned by students, such as computers and internet access. blended learning requires adequate internet access, and if the network is inadequate, it will undoubtedly make it difficult for students to participate in independent learning online. 3. lack of knowledge of learning resources (teachers, students, and parents) regarding the use of technology. in addition to students, kusairi also revealed that "blended learning also causes various problems, especially for teachers," including: 1. teachers need to have skills in organizing elearning. 2. teachers need to prepare digital references that can be a reference for students. 3. teachers need to design recommendations that are appropriate or integrated face to face. 3. teachers need to prepare time to manage internet-based learning, for example, to develop the material, develop assessment instruments, and answer various questions raised by students. h. understanding writing according to henry guntur, tarigan states that "writing can be interpreted as an activity pouring ideas/ideas by using written language as a delivery medium." besides, according to experts, writing, according to writers like asma nadia argues that "writing is the best way to talk and express protest to tens of thousands of people, even hundreds of thousands of people." by writing, we can spill any ideas or ideas that we have in our minds. writing skills, by diana hanbury king, is a comprehensive writing program for beginning, struggling, at-risk, or reluctant writers (troia, 2006). for these writers, this structured program provides an essential foundation in thinking and writing skills. for proficient and advanced writers, it offers strategies, techniques, and opportunities to apply them. writing skills is designed as a structured, comprehensive program for teaching the composition, grammar, and transcription skills necessary for effective writing. the series spans grades 2–12 and can be used in a variety of classroom settings. as a beginning writing program, writing skills provides step-by-step instruction in the foundational skills needed by students to become good writers, including grammar, sentence structure, paragraph composition, mechanics and usage, and transcription. for students with learning differences, reluctant writers, or at-risk students, writing skills helps build fluency and confidence and provides a variety of strategies and opportunities to apply them. writing skills is ideal for differentiated instruction and can 163 serve as a comprehensive writing program in general classrooms, inclusion classrooms, and specialized settings. according to kirszner and mandell, "the writing process consists of pre-writing, composing, and writing and revising. the prewriting step moves from the determination of the material to the determination of the topic to get a thesis, then raises various ideas to support the thesis. the drafting step is the step on how ideas are organized. at the writing and revision steps, the organization is translated into a draft paper; then, the draft is revised (style, structure, or mechanics). these three steps are not steps that must be sequential and alternating but can also go together (kirszner & mandell, 2012)". mccrimmon and akhadiah et al. argue that "in the writing process, there are several stages. the stages are preliminary, concerning the determination of the topic, determination of objectives, and determination of material; draft writing, i.e., development of paragraphs, sentences, word choices, and writing techniques; and revisions concerning the first refinement (draft) and re-reading (budiyono, 2012)". i. principles of the writing process based on the theory of the writing process that has been explained, in policy, the writing process theory can be used as a basis or basis for learning writing skills. in principle, the writing process consists of three stages, namely pre-writing, draft writing, and revised essay. therefore, learning to write skills based on the writing process, the steps also consist of these three stages. j. understanding description text according to kosasih, description text is an essay that describes an object with the aim that the reader feels as if he sees the object represented. in contrast, according to mahsun, description text is the text that has a social purpose of describing an object or objecting individually based on its physical characteristics. descriptive writing is also writing that defines or represents something that will the author disclosed so that readers or listeners seemed to see for themselves the object that had been discussed, even though the reader or listener had never witnessed it himself (hikmah, 2019). descriptive text is a text that describes the picture of someone or an object. the goal is to describe or express people, places, or particular artifacts. a description sentence is a sentence that can contain a picture of the properties of the objects defined. iii. method this type of research used quasiexperimental research. this design involves two groups, namely the experimental group and the control group. the experimental group was given learning using the flipped classroom model, and the control group was assigned learning using an online driver or enriched – virtual model. 164 research design nonequivalent control group design group pretes t treatmen t post test eksperimenta l o1 x (flipped classroom model) o2 control o3 o4 o1: mean pre-test of the experimental group o2: mean post-test of the experimental group o3: mean control group pre-test o4: mean post-test of the control group x: write descriptive text with the flipped classroom model the steps of the research using this design are as follows: 1. determine the sample and population 2. determine the control group and the experimental group that is not chosen randomly 3. give a pretest to both groups to find out the students' initial abilities 4. control the conditions so that both groups are the same, except the treatment in the experimental group 5. give posttest to both groups to find out the student's final ability 6. conduct data analysis to determine the student's last ability. scoring rubric for descriptive text writing aspect score performance description weig hting content (c) 4 complete information describing the object (description of location, facilities, 3x object information 30% weather/temperature, and scenery); the purpose described is easy to visualize. 3 adequate information describing the object; the object described is not natural to visualize 2 limited information describing the object; the object described is difficult to visualize. 1 minimal information describing the subject. organizatio n (o) sentence structure 30% 4 well, organization; main points and details are connected; the sentences are logically and effectively ordered; appropriate use of connectors. 3x 3 fairly well organization; main points do stand out, but the sequencing of ideas is not complete; the sentences are logically and effectively ordered for the most part; missing some connectors. 2 loosely organization; main points and details are disconnected; sentences are lacking logical order. 1 the format is not acceptable; not enough information to evaluate language use (l) vocabular y, grammar, mechanics 40% 4 few errors in linguistic features; vocabulary, grammar, and mechanics. 4x 3 several errors in linguistic features; vocabulary, grammar, and mechanics. 2 frequent errors in linguistic features; vocabulary, grammar, and mechanics. 1 dominated by errors in linguistic features; vocabulary, grammar, and mechanics. 165 iv. result and discussion a. description of the data the purpose of this study is to find out how mixed learning methods affect students' writing skills in the description text. if there is indeed an influence, is there a very significant influence? because students here are still very minimal in their activities to write descriptive books in english, for this reason, researchers make the method of blended learning add to their activeness in writing, because this method allows students to learn on their own through online media without having to center on the teacher and books, so they do not feel bored listening to the explanations that exist. b. class descriptions selected for research studies the research study consists of two groups of two classes. class xi-a is to form an experimental group, and class xi-b is to create a control group. in the experimental group, they will apply the blended learning method, while the control group only uses conventional methods. each class consists of 25 students who are employed as research samples. 1. sample description write descriptive text two groups from two types each have a total of 56 students. of these, 25 students were in the control group, and 25 students in the experimental group. two groups consisting of xi-a and xi-b classes. the students were asked questions related to descriptive texts about historic sites and tourist attractions through test tests in the form of pre-test and post-test. the results of the trial, it was found that the average pretest in the experimental group was 70,4, and the control group was 68,32(69), while the posttest means of the experimental group was 86,96(87) and the control group was 86,96(87). c. data analysis the table below shows the results of the pre-test and post-test mean values of the experimental and control classes. test results for experimental class and control class (pre-test score of writing descriptive text) n o name l/ p aspect tot al c+o +l x 100 40 con tent (c) 3 – 12 org aniz atio n (o) 3 – 12 lan guag e use (l) 4 – 16 1 aa l 6 9 12 68 2 adh l 6 12 8 65 3 ayb p 9 9 8 65 4 aam l 9 12 8 73 5 air p 6 12 8 65 6 bc l 9 9 12 75 7 dp l 9 9 8 65 8 dhr p 9 9 12 75 9 df l 12 6 8 65 10 fyp l 9 9 8 65 11 fo l 12 9 12 83 12 fdp l 9 9 8 65 166 13 hg l 9 9 12 75 14 h l 12 9 8 73 15 ia l 9 9 8 65 16 in p 9 12 12 83 17 iae p 6 9 8 58 18 maraf l 9 9 12 75 19 mar l 6 9 8 58 20 mbap p 9 9 12 75 21 mr l 12 9 12 83 22 ms l 9 9 8 65 23 nns p 9 12 8 73 24 pdas p 12 9 8 73 25 paps p 6 12 12 75 amount 222 240 240 1760 average 70,4 class (xi-b) n o name l/ p aspect to ta l c+ o+ l x 100 40 con tent (c) 3 – 12 org aniz atio n (o) 3 – 12 lan guag e use (l) 4 – 16 1 aa l 6 9 8 58 2 adh l 6 12 8 65 3 ayb p 9 9 8 65 4 aam l 6 9 8 58 5 air p 6 12 8 65 6 bc l 9 9 12 75 7 dp l 9 12 8 73 8 dhr p 9 9 12 75 9 df l 9 6 8 58 10 fyp l 9 9 8 65 11 fo l 9 9 12 75 12 fdp l 9 9 8 65 13 hg l 9 9 12 75 14 h l 12 9 8 73 15 ia l 9 9 8 65 16 in p 9 12 8 73 17 iae p 6 9 8 58 18 maraf l 9 9 12 75 19 mar l 6 9 8 58 20 mbap p 9 9 12 75 21 mr l 12 9 8 73 22 ms l 9 9 8 65 23 nns p 9 12 8 73 24 pdas p 12 9 8 73 25 paps p 6 12 12 75 amount 213 240 228 170 8 average 68, 32( 69) post-test score of writing descriptive text ( class xi-a ) n o nama l/ p aspect to tal c+o +l x 100 40 con tent (c) 3 – 12 orga nizati on (o) 3 – 12 lan guag e use (l) 4 – 16 1 fskjg l 12 12 12 90 2 fhkh k l 12 12 12 90 3 hjfh p 12 9 12 83 4 hhjt l 9 9 12 75 5 hkfh p 9 12 12 83 6 yurs l 12 9 16 93 7 ovnk l 12 9 12 83 8 yytnj p 9 12 12 83 9 gkfsh l 12 12 12 90 10 yiyfsk l 12 9 16 93 11 yrhio l 12 9 12 83 167 12 uout l 12 9 12 83 13 yufh h l 9 9 16 85 14 hifsk l 12 9 12 83 15 fjskn l 12 9 16 93 16 sfsks p 9 12 16 93 17 yrljf p 12 9 12 83 18 jhfsh l 12 12 16 93 19 sskh l 12 9 16 93 20 fuhkj p 9 12 12 83 21 hksh l 12 9 12 83 22 huis l 12 12 12 90 23 hjgsf p 9 12 12 83 24 gsfgi p 12 9 16 93 25 gyifs p 12 12 12 90 amount 279 258 332 2174 average 86,9 6(87 ) ( class xi-b) n o nama l/ p aspect to ta l c+ o+ l x 100 40 cont ent (c) 3 – 12 orga nizati on (o) 3 – 12 la ng ua ge use (l) 4 – 16 1 rkn l 12 9 12 83 2 ar l 9 9 12 75 3 ana l 9 9 8 65 4 ah l 9 9 12 75 5 cr p 12 9 12 83 6 dnc p 12 9 16 93 7 ka p 9 9 12 75 8 lm p 9 12 16 93 9 mpk l 12 9 12 83 10 mran l 9 9 8 65 11 mrnc wa l 9 12 12 83 12 mm l 12 12 12 90 13 mwc p 9 9 12 75 14 mms l 12 9 12 83 15 mff l 9 9 12 75 16 mbr l 9 12 16 93 17 naa p 12 9 12 83 18 nmy l 9 12 12 83 19 ni p 12 9 12 83 20 nem p 12 9 16 93 21 nor p 12 12 8 80 22 rtmk p 12 9 12 83 23 rfa l 12 9 12 83 24 sar p 9 9 12 75 25 shs l 12 9 16 93 amount 264 243 30 8 20 45 average 81, 8(8 2) 2. the description of the pre-test score in this part, the researcher presented the result of the students’ writing descriptive text score in the pre-test. the chart showed the students’ score before getting the treatment. the minimum of pre-test experimental was 58, and the minimum of pre-test control was 58. while the maximum of pre-test experimental was 83, and the peak of pre-test control was 75. on the other side, the mean of each group was different. the mean score of pre-test experimental was 70,40and the mean score of pre-test control was 68,32. 168 3. the descriptive of post-test score in this part, the researcher presented the result of the students’ writing descriptive text score in the post-test. the descriptive statistics of post-test was presented in table ( see appendix g ) the chart showed the students’ score after getting the treatment. the minimum of the post-test experimental was 75, and the minimum of post-test control was 65. while the maximum of post-test experimental was 93 and the peak of posttest power was 93. on the other side, the mean of each group was different. the mean score of the post-test experimental was 86,96, and the mean score of post-test control was 81,80. 4. normality testing a normal test is needed to find out whether the hypothesis of the research has been normally distributed or not. this test is scored by using spss statistic 20. first, if the sig. (of the data) is above 0,05, then it is normally distributed. second, if the sig. (of the data) is below 0,05, then it is not normally distributed. the result showed that all data were normally distributed. see in the table (see appendix h ). the table showed that there was a significant difference in the variance. it could be seen from p-value was 0,177. the variance of the population was significantly different if 0,177 < 0,05. so, it can be concluded that both of the groups are homogenous. 5. determining group equality to determine whether there are significant differences between groups, the first is to do a pre-test. this pre-test aims to test the extent to which students understand the essay test in the form of writing descriptive texts before being given treatment. after that, the procedure is done for the experimental class by applying the blended learning method and the control class using only conventional methods. which process of blended learning as an independent variable and write descriptive text as dependent learning. with these two variables, it is now possible to compare if the average differences between groups (experimental and control groups) are very different. to determine whether the groups differed significantly, an independent t-test was performed to compare the results of the pre-test and posttest experimental and control classes. an independent t-test was performed comparing the experimental class value groups with the control class group using a significant level of 0.05. based on the table above showed that the data requirement was vital if sig. (2-tailed) is below 0.05. the result showed that the significance .009<0.05, which means ha was accepted, and ho was rejected; thus, it could be concluded that the data was significant. it means that there was a significant effect of the use of the blended learning method on students’ speaking achievement. from the table above, the 169 calculation of the mean difference test of student writing between the pre-test and post-test data can be seen if the probability value of significance or sig. (2 tailed) is 0,009 based on the t-test output? the results of this study reinforce previous research conducted by awad soliman keshta, ismail ibrahim harb (keshta & harb, 2013), they have compiled a thesis in 2013 entitled "the effectiveness of a blended learning program on developing palestinian tenth graders' english writing skills." students who were taught using the flipped classroom model (86,96) had higher scores than those who were prepared using the online driver model (81,8). 6. hypothesis testing before deciding the result of the hypotheses, the researcher proposed two hypotheses to be tested: ha: there is the effectiveness of blended learning methods on student’s writing achievement descriptive achievement. ho: there is no effect of blended learning methods on student’s writing achievement descriptive achievement. hypothesis testing is the last step to find out the answer to the research hypothesis. from the hypothesis test, it will be found whether blended learning method gave positives effects to students or not. h0 is accepted if the significant value (tailed) is higher than 0,05, and rejected if the significant value is lower than 0,05. while, ha is allowed if the considerable cost (tailed) is more economical than 0,05, and dismissed if the significant amount is higher than 0,05. to analyses the data of the students' reading tests, the researcher used spss 20 to know the result. the result can be seen as following in the table d. discussion the purpose of this study was to investigate the effectiveness of the blended learning method in writing descriptive texts in eleventh-grade students of ibn husain in the academic year 2019/2020. to achieve the research objectives, researchers conducted a quasi-experimental design. this design has a control group, but it cannot function fully to control the external variables that influence the conduct of the experiment. and also, for these two groups, a test will be given. these tests are pre-test and post-test. the use of the blended learning method is useful if the data show that tcount > ttable. in line with this statement, the analysis of the data above indicates that 2,710 is more significant than 2,06866. that means ho is rejected, or ha is accepted. also, the average in the pre-test was 70,4, while the post-test was 86.96. although showing a slight difference between the two averages, the data show that the post-test results are better than the pre-test ones. based on these results, it can be concluded that the effective blended 170 learning method is used in writing descriptive texts in eleventh grade ma ibnu husain surabaya in the academic year 2019/2020. the effectiveness of using the blended learning method in writing descriptive texts in eleventh-grade students of ibnu husain surabaya in the academic year 2019/2020 shows that conducting the teaching process using the reverse class model is better than using an online driver model. that's because, in the process of teaching online driver models, students' mastery of the material is still lacking. therefore, most students in the class writing descriptive texts get poor scores. not only that, but it also turns out that the english proficiency of students here is still very minimal. indeed, this school is also based online, but its use is not carried out in the classroom. students use online media when teachers give assignments, and they can work at home. meanwhile, when exams, they can only apply online media to do so, but here they are limited to using online media as a tool to do exam questions, not to be used to make online media as a tool to answer something they don't know. so here i apply the blended learning method, where the use of online media is not only used for home assignments or examinations, but when teaching and learning activities take place, they can access online media directly. thus, the teacher is not their focal point in learning in class; they can independently learn or understand the material provided by the teacher. based on the results of the study, blended learning is useful for students in writing descriptive texts. class conditions indicate that: can be more active, the teaching process is more lively and meaningful. because here, students don't just focus on the teacher, they can also open online media immediately if they don't understand the material explained by the teacher. because through this media that has been used, there are students who can access videos related to the material presented. not only that, in the media, the teacher also provides articles related to writing descriptive text. thus, the above findings imply that the learning process uses the blended learning method as a significant factor in writing descriptive texts in the eleventh grade of ma ibnu husain surabaya students in the academic year 2019/2020. v. conclusion the researcher conducted this study in class xi ma ibnu husain surabaya. based on the results of the post-test data analysis, there is a significant difference between students' writing achievement in the experimental class and the control class. students who are taught using conventional methods can be proven from the average writing ability. students taught 171 using the flipped classroom model (86,96) have higher scores than those taught using the online driver model (81,8). furthermore, based on the results of the t-test, it appears that sig. (0.177) > 0.05. this means that this research indicates an effective flipped classroom model. the concept of blended learning is one of the innovations in learning. this innovation involves mixing conventional learning models and online learning models with internet networks. blended learning is a mixed learning model, so the theory used also consists of various learning theories from several experts by adjusting the learning situations and conditions of students. one suitable learning theory in learning is mental discipline theory because it assumes that students have specific strengths, abilities, or potentials, and in spiritual knowledge, students are disciplined or trained. however, blended learning does not mean replacing conventional learning models in the classroom, but it strengthens the learning model through the development of educational technology. suggestion 1. in implementing blended learning, educators can ensure that all participants have adequate facilities and infrastructure so that in learning independently online, there are not many obstacles caused by inadequate facilities and infrastructure. 2. educators should have prepared the best solution to overcome the problems that might arise in this method. 3. distribution of learning materials must be appropriately allocated, taking into account the content of teaching materials, as well as the learning objectives, which should be discussed face-to-face or can be studied independently. 4. educators must also prepare an organized schedule for face-to-face and independent learning at the beginning so that students know the program. vi. references amin, a. k. (2017). kajian konseptual model pembelajaran blended learning berbasis web untuk meningkatkan hasil belajar dan motivasi belajar. jurnal pendidikan edutama, 4(2), 51–64. aziz, i. n. (2019a). desain dan pengembangan open learning environments (oles) dalam pembelajaran. malang. retrieved from https://www.researchgate.net/publicat ion/336591078_desain_dan_pengemban gan_oles_dalam_pembelajaran aziz, i. n. (2019b). implementation of sq3r method in improving the students’ basic reading skill. educatio: journal of education, 4(1), 102–110. aziz, i. n. (2019c). menyiapkan guru dalam pembelajaran online: dilihat dari keterampilan, peran dan tanggung jawab guru di era revolusi industri 4.0. malang. retrieved from https://scholar.google.com/scholar?hl=e n&as_sdt=0%2c5&q=menyiapkan+gu ru+dalam+pembelajaran+online%3a+ dilihat+dari+keterampilan%2c+peran +dan+tanggung+jawab+guru+di+era+ revolusi+industri+4.0&btng= bannell, r. i. (1995). language teaching 172 methodology: a textbook for teachers by david nunan. elt journal, 49(4), 350. bergmann, j., & sams, a. (2012). flip your classroom: reach every student in every class every day. international society for technology in education. bloom, b. s. (1956). taxonomy of educational objectives (1st ed., vol. 1). london. budiyono, h. (2012). pembelajaran keterampilan menulis berbasis proses menulis dan teori pemerolehan bahasa. pena: jurnal pendidikan bahasa dan sastra, 2(1). dwiyogo, w. d. (2018). pembelajaran berbasis blended learning. diakses dari. gebhardt, r. c., & rodrigues, d. (1989). writing: processes and intentions. dc heath. hikmah, n. (2019). improving the students’ writing skill in descriptive text by using think-talk-write (ttw) srategy. husamah, h. (2014). pembelajaran bauran (blended learning). research report. johnson, g. b. (2013). student perceptions of the flipped classroom. university of british columbia. keshta, a. s., & harb, i. i. (2013). the effectiveness of a blended learning program on developing palestinian tenth graders’ english writing skills. education journal, 2(6), 208–221. kirszner, l. g., & mandell, s. r. (2012). literature: reading, reacting, writing. wadsworth cengage learning. macdonald, j. (2006). blended learning and online tutoring: a good practice guide. gower. troia, g. a. (2006). writing instruction for students with learning disabilities. handbook of writing research, 324–336. tucker, c. r. (2012). blended learning in grades 4–12: leveraging the power of technology to create student-centered classrooms. corwin press. valiathan, p. (2002). blended learning models. learning circuits, 3(8), 50–59. 57 journal of english education and technology vol. 04. no. 01, march 2023, pp. 57 89 available online at: http://jeet.fkdp.or.id/index.php/jeet/issue/current issn: 2721-3811 (media online) formation of students' religious character through the standard programme of ubudiyah skills and akhlakul karimah (skua) in tsanawiyah madrasa hidayatul ummah balongpanggang gresik. husnul fuadatun nisa', silvia hanifatus sholihah kyai abdullah faqih university gresik husnulfuadatunnisa@gmail.com abstract the purpose of this study is to examine more deeply the formation of students' religious character through the ubudiyah and akhlakul karimah (skua) proficiency standards programme at madrasah tsanawiyah hidayatul ummah balongpanggang gresik. this research is designed to find the methods used by the school in the formation of students' religious character through the skua program at madrasah stanawiyah hidayatul ummah balongpanggang gresik; besides ,this research is designed to find the religious value formed through this skua program, or short for standard proficiency ubudiyah and akhlakul karimah.this type of research is qualitative case study research using descriptive analysis. the subject of this research is religious character with the object of research of the ubudiyah proficiency standards and akhlaqul karimah programme. the data collection used observation, interview, and documentation techniques. the results showed that: 1) the methods used in the formation of students' religious character through the skua programme are 2, namely methods, habituation, and exemplary. 2) religious character values formed in students through the skua programme are 2, namely, divine values consisting of taqwa, sincerity, gratitude, patience, and honesty, and insanity values consisting of trustworthiness and tawadhu'. keywords: religious character, ubudiyah and akhlakul karimah standard proficiency programme (skua) http://jeet.fkdp.or.id/index.php/jeet/issue/current http://u.lipi.go.id/1580741566 58 i. introduction one of the character education that must be instilled early on in the younger generation as the nation's successor is religious character. entering an increasingly advanced age and intense pressure and competition, the formation of this religious character is becoming increasingly important. the importance of religious character formation for children aims to build children's awareness of the causal relationship, namely the existence of god as the creator and his relationship with his creation. in the context of the school curriculum, religious character is needed to lead students to become human beings who believe and fear god, have noble character, are always orderly and disciplined towards existing regulations, have good manners to teachers or parents, and care about their environment (fitria ningsih, akh.syaiful rijal, 2021). religious values will be shown by a person through his words and actions. this value is a basic value in all aspects of life. therefore, the school environment greatly influences the formation of students' characters, and what they get at school will determine whether or not the students' characters are good (puput andita, 2022). therefore, all educational institutions must have long-term goals in forming students with character and morals. character education for students takes place over time because a person's character or oral grows and develops along with the development of good student behavior and continuous habituation. character building cannot be done quickly or immediately, as it seems. it takes time and a long process (tabrani ridwan, 2018). the implementation of religious character building can be done by the way teachers always provide direction and support student actions that lead to goodness and prevent bad behaviour by telling them. the way to tell children who act poorly is not by violence or scolding them, which can cause children to feel threatened. thus, the right method is needed to form religious character in students (utami and ratnasari diah, 2015). to overcome the moral and ethical problems that occur to students and to form the religious character of students, careful planning is needed. one of the programmes implemented in educational institutions to shape the religious character of students is through the ubudiyah proficiency standards and akhlakul karimah (skua) programme, not least in madrasah tsanawiyah hidayatul ummah. researchers chose the skua programme as the object of research because the programme focuses on 59 islamic religious education, and this programme is expected to increase students' religious observance. the indonesian government, through the ministry of religious affairs, provides additional policies to every madrasah/school educational institution under the auspices of the ministry of religious affairs is required to include skua material in the formal curriculum (abdul hamid, 2019). this means that through this additional curriculum, it is intended to form positive changes in the character of students, both spiritual character, attitudes and behaviour of students. however, the skua programme at hidayatul ummah mts has existed since before the authority of the ministry of religious affairs (alfin, 2022).all educational institutions are given freedom in implementing the skua programme. the government only provides a general implementation mechanism; namely, its implementation must be carried out every week, and the completion of skua material is used as a requirement in taking school exams. in this case, the skua programme is a mandatory programme that must be carried out by schools and followed by all students. this is because if students do not follow the skua programme or do not carry it out completely, then students are not allowed to take school exams. in other words, students have the responsibility to memorise and practice their knowledge as a requirement to take the end of semester assessment (pas). in this study, researchers chose mts hidayatul ummah because it is one of the formal educational institutions that strives to make student morals as one of its main objects, so there are many concepts related to religious values in it. the school is a relevant place to conduct research in accordance with the researcher's research title, and there has been no similar research conducted at the school. this school is an islamic school that provides balanced education between science and student character building. the skua guidebook at hidayatul ummah mts is a handbook for teachers and students in order to achieve educational goals that follow the guidance of the times and in accordance with the objectives of the madrasah. this skua book aims to increase students' knowledge and skills in islamic religious education regarding aliyah ubudiyah and akhlaqul karma through istiqomah habituation in reading, memorising, and practising their knowledge in daily life. character education that has been implemented or that has been instilled in this school is a religious character, such as 60 greeting teachers when entering school, habituation in the morning such as reading prayers and dhuha prayers every day, reading tahlil and istighosah on fridays, and praying dhuhr in the congregation (yeni rahmawati, 2022). based on the above background, the researcher is interested in conducting research with the title "formation of students' religious character through the ubudiyah proficiency standards and akhlakul karimah (skua) programme at madrasah tsanawiyah hidayatul ummah balongpanggang gresik". ii. overview of religious character building a. definition of character building shaping is the process, method or act of shaping something. shaping means to make or create something with a certain form, which also means guiding, directing or educating the character, mind, personality, character and so on (depdiknas, 2022). what is meant by formation in this study is the process, way or act of forming through an education by guiding, directing and educating an educator in order to form a good personality. character etymologically comes from the latin character, which means to mark. character, according to agus sujanto, is a complex psychophysical totality of an individual, so that it appears in his unique behaviour (rowi mukhsin, 2022). according to the big indonesian dictionary, character is character, psychological traits, morals or character traits that distinguish a person from others. character can also mean character or habit. in general, the character is associated with distinctive or special traits or patterns of behaviour of a person that distinguishes him from others (gunawan, 2012. according to thomas lickona in agus wibowo, character is a person's nature in responding to situations morally. this nature is manifested in the actions of the character through good behaviour, honesty, responsibility, respect for others, and other noble characters. this is in line with what aristotle said that character is closely related to "habit" or habits that are continuously carried out (agus wibowo, 2012). according to majid and dian, character is a character, trait, or very basic things that exist in a person. meanwhile, according to zubaedi, character is a guide to all human characteristics that are permanent, so that it becomes a special mark to distinguish one person from another (muchlisin riadi, 2023). character is understood as a way of behaving that is unique to each individual to live and work 61 together, both in the family, community, nation and state. individuals with good character are individuals who are able to make decisions and are ready to take responsibility for the consequences of each decision. character can be considered as the values of human behavior related to god almighty, self, fellow human beings, the environment, and nationality manifested in thoughts, attitudes, words, feelings and actions based on religious norms, laws, manners, cultural customs, and aesthetics (muchlas samani and hariyanto, 2012). it can be concluded that character is a way of thinking, behaving, and acting, as well as being a person's personal characteristic that appears in everyday life that can distinguish him from other people. character is found in a person's attitude towards himself, others, the tasks entrusted to him and other situations. a person's character is not formed suddenly, not formed since he was born, but through a long process. although a person's character can be obtained due to heredity, the environment in which a person grows is also an important factor determining the character that will be obtained (muchlas samani and hariyanto, 2012). character building is carried out with the aim of building individual abilities in social interaction, forming ethics and academic knowledge through character education in various lives in accordance with school culture and curriculum (sriwahyuni et al, vol2 no 2). so character building does not only stop at the cognitive stage but must be comprehensive to touch the real practice and implemented in the attitudes shown in everyday life. b. definition of religious character the word religion comes from the word religion, which means trust or belief in a power above human ability. religion can be interpreted as piety or a great devotion to religion. this piety can be proven by carrying out all religious commands and staying away from all prohibitions in religion. without both, a person does not deserve the title of religious behavior (kemendiknas, 2010). religious character is one of the 18 national characters planned by the ministry of national education. the ministry of national education states that religious character is an attitude and behavior that is obedient in carrying out religious worship and living in harmony with other religions (ministry of national education, 2010). religion, according to suparlan, is an attitude and behavior that is obedient in carrying out the teachings of the religion that is adopted, tolerant of the implementation of other religious worship, 62 and living in harmony with adherents of other religions (retno listyarti, 2012). it can be concluded that the term religious character is the character, character, attitude, character, personality, and behaviour of a person who always relies on all aspects of his life to the religion he adheres to. this religious character is very important. this refers to pancasila, which states that indonesian people must believe in the existence of god almighty with the consequences of implementing the teachings of their religion. and in islam, all aspects of life must be based on and in accordance with islamic teachings (aliverma wiguna, 2014). the purpose of religious character building is to restore fitnah and the embodiment of islamic values to be realised in the personalities of students who are initiated by muslim educators through a terminal process on the results (products) with islamic personalities who are faithful, pious, and knowledgeable who are able to develop themselves into obedient servants of allah (asmaun sahlan, 2009). c. religious character values religious value is one of the character values that is used as behavior and attitudes that are obedient in carrying out the teachings they adhere to, tolerance for other religions, and living in harmony with other religions. this religious character is needed by students in facing the current era of globalization and moral degradation (dian chrisna wati et al., 2018). zayadi suggests that the sources of values that apply in the tradition of human life are classified into two types, namely: ilahiyah value (value related to god) divine value is a value related to god, where the core of divinity is religion. parents from an early age teach and introduce religions that exist in the family. the religion you believe in may be different from that of your friends and neighbors. this religious diversity does not make each other hostile. on the contrary, you are accustomed to respecting each other and carrying out worship in accordance with their respective religions and beliefs (ari w purwandasari et al, 2018).religion is a core of divinity. the core of the value of education is as expressed in the book by abdul majid and dian andayani, described as follows (abdul majid and andayani, 2018). faith, which includes man's relationship with god, angels, books, miracles, the last day and the existence of supernatural beings as well as good and bad destiny. islam, the degree of frequency, intensity and implementation of one's 63 worship. this includes the performance of prayers, zakat, fasting, and hajj. ihsan includes the experience and feeling of god's presence in life, peace of mind, fear of violating god's commands, belief in receiving rewards, feeling close to god and the urge to carry out religious orders; taqwa is to keep oneself from the torment of allah. by following his commands and avoiding his prohibitions (zubaidi, 2013). ikhlas, which is doing actions without any strings attached, other than just hoping for the pleasure of allah by doing actions sincerely without strings attached, helping anyone who deserves to be helped, giving something without hoping for anything in return and carrying out actions only hoping for the pleasure of allah (zubaidi, 2013). tawakkal, which is freeing the heart from all dependence on other than allah swt. and submit all decisions only to allah swt. this tawakkal must begin with effort and hard work; it is not called tawakkal if someone has not made an effort or hard work in a job (zubaidi, 2013). gratitude is an expression of gratitude, praising the giver for the good that has been done. the gratitude of a muslim revolves around three things; if the three are not gathered, then it is not called gratitude. these three things are acknowledging favours in the inner form; gratitude is related to the heart, tongue and limbs (zubaidi, 2013). sabar means to restrain and restrain, the meaning is to refrain from everything that is not liked because of expecting the pleasure of allah or carrying out allah's orders with full submission, accepting all of allah's destiny with steadfastness, facing trials (difficulties) with a roomy chest, always avoiding angry attitudes towards anyone (abdul majid, 94). honesty, which is conveying something openly, as it is and in accordance with conscience, by saying and doing what it is, saying what is right is right and saying what is wrong is wrong (marzuki, 2015). and there are many more divine values taught in islam. the values above represent religious values that need to be instilled in students as a very important ingredient in education. d. insaniyah values (values that relate to fellow human beings) as a religious person, you also have an obligation to love your fellow human beings. a sense of concern for the difficulties of others is one form of mutual love. values included in insaniyah values include (ari w purwandasari et al, 3): 64 silaturrahim is the bond of love between people. al-ukhwah is establishing brotherhood between neighbours. husnudzon is an attitude of always being kind to others. amanah is the attitude of carrying out their responsibilities and being trustworthy. amanah is the attitude or behavior of someone who can carry out and keep every promise and responsibility. or it can also be interpreted that trust is a trust that must be borne in realising something that is done with full commitment, competence, hard work and consistency (ismail sukardi, 2016). tawadhu' is an attitude of humility, not arrogant, not haughty, or humbling oneself so as not to appear arrogant, haughty, arrogant, big-headed or other words that are equivalent to tawadhu' (wjs. poerwadarminta, 1982). the two values above play a role in students' religious behaviour. where students must be able to balance all their affairs both in the world and in the hereafter so that their lives are balanced. therefore, these values are important to be instilled in education in formal schools. methods are the means used to implement the plans that have been prepared in real activities so that the objectives that have been prepared are achieved optimally (wina sanjaya, 2008). according to kbbi, the methods are: a well-thought-out way of organising to achieve a goal. an organised and systemised way of working to be able to carry out an activity easily in order to achieve a specified purpose (dendi sugono, 2008). in terms of language, the method comes from the greek "methodos" this word consists of two syllables, namely "metha", which means through / through and "hodos", which means the way / way. thus the method can be interpreted as a way or path that must be travelled to achieve a goal. in english, the terms method and way are known, which are translated as method and way. in arabic, the word method is expressed in various words such as atthoriqoh, al manhaj, and al wasilah. atthoriqoh means path, al manhaj means system, and al wasilah means mediator. thus, the arabic word closest to the meaning of method is ath-thoriqoh. so the method means a path travelled to achieve a goal (ismail sm, 2008). education expert elgar bruce wesley quoted by omar muhammad at-taumî assyaibânî gives the meaning of the method as a series of directed activities for educators that cause the learning process to occur in students, or it is a process whose perfect 65 implementation results in the learning process, or it is the path by which the lesson is impressed. with this last definition, method means effort methods of religious character building methods are the means used to implement the plans that have been prepared in real activities so that the objectives that have been prepared are achieved optimally (wina s, 2008). according to kbbi, the methods are: a well-thought-out way of organising to achieve a goal. an organised and systematic way of working to be able to carry out an activity easily in order to achieve a specified purpose (dendi s, 2008). in terms of language, the method comes from the greek "methodos" this word consists of two syllables, namely "metha", which means through / through and "hodos", which means the way / way. thus the method can be interpreted as a way or path that must be travelled to achieve a goal. in english, the terms method and way are known, which are translated as method and way. in arabic, the word method is expressed in various words such as atthoriqoh, al manhaj, and al wasilah. at thoriqoh means path, al manhaj means system, and al wasilah means mediator. thus, the arabic word closest to the meaning of method is ath-thoriqoh. so the method means a path travelled to achieve a goal (ismail sm, 2008). education expert elgar bruce wesley quoted by omar muhammad at-taumî assyaibânî gives the meaning of the method as a series of directed activities for educators that cause the learning process to occur in students, or it is a process whose perfect implementation results in the learning process, or it is the path by which the lesson is impressed. in this latter sense, method means an effort to process and develop an idea so as to produce a theory or finding (omar mohammad attaumi a, 1979). character building is the process of instilling knowledge of goodness and encouraging good behaviour. the goal is for children to be able to apply their knowledge correctly and consciously in everyday life without having to be forced. to form students' religious character, a method is needed. there are several methods that are carried out as an effort to form religious character, among others: habituation habituation is a method used to accustom students to think, behave, and act in accordance with the objectives of islamic teachings. education will only be wishful thinking if existing attitudes or behaviours 66 are not followed and supported by practice and habituation. education encourages and provides space for students on theories that require direct application so that theories that are initially heavy become lighter for students when often implemented (a. nashih ulwah, 2000). habituation serves to reinforce the object that has entered the heart of the recipient of the message. the coaching process emphasises direct experience and serves as the glue between the character's actions and one's self. habituation is the process of forming new habits or improving existing habits. in addition to using commands, role models, and special experiences, habituation also uses punishment and rewards (muhibbin s, 2000). habituation is directed at acculturating certain activities so that they become patterned or systemised activities. character education is not enough to be taught through classroom subjects, but schools can also implement it through habituation. spontaneous habituation activities can be carried out, for example, greeting each other, both between friends, between teachers and between teachers and students. schools that carry out character education have certainly carried out habituation activities (furqon, 39). exemplary exemplary behaviour supports the formation of good character. this example is very helpful in shaping student character. teachers have become figures for students. the exemplary behaviour of a teacher in various activities will be a mirror for students. this puts more emphasis on the behavioural aspects in the form of real actions and not just talk without action (furqon, 39). this example can be more accepted if it is exemplified by the closest person. for example, a teacher becomes a good example for his students, or parents become a good example for their children (nasirudin, 2009). being exemplary in educating children is the most effective and successful way of preparing children in terms of morals, and shaping their mental and social feelings. psychologically a child likes to imitate; not only good things are imitated by children, even sometimes children will also imitate bad things. in educating children without an example, any education is useless for children, and any advice has no effect on them. it is easy for an educator to give a lesson to a child, but it is very difficult for the child to follow it when the person who gives the lesson does not practice what is taught (nasih u, 84). 67 the two methods should not be separated because one will strengthen the other process. character building using only habituation without exemplification will be verbalistic and theoretical (nasirudin, 41). meanwhile, the process of habituation without habituation will only make humans act without being able to understand the meaning. character building factors character is not formed just like that but is formed through several influencing factors, namely: biological factors and environmental factors (kartini kartono, 2001). jalaluddin divides the factors that influence religious character into two parts, namely (jalaludin, 2005): internal factors internal factors are factors that exist within a person. jalaluddin divides 4 parts, namely: 1) heredity factors, the emotional relationship between parents, especially mothers who are pregnant with their children, greatly affects the religiosity of children; 2) age level, religious development in children is determined by age level because, with the development of children's age, it affects their thinking, 3) personality, often called self-identity. differences are thought to affect the development of the religious spirit. 4) a person's psychological condition. external factors external factors influence the development of the religious spirit seen from the environment in which a person lives. the environment is divided into 3 parts, namely: 1) family environment, the first social environment known to children. 2) institutional environment, in this case in the form of formal institutions such as schools or non-formal, 3) the community environment where he lives. overview of the ubudiyah proficiency standards and akhlakuk karimah (skua) programme definition of ubudiyah and akhlakul karimah proficiency standards (skua) the standard of proficiency in ubudiyah and akhlakul karimah (skua) programme is implemented in all madrasas in east java, namely every madrasa, both public and private, must implement skua (standard of proficiency in ubudiyah and akhlakul karimah) according to the level of education in each institution. based on the circular letter of the head of the regional office of the ministry of religious affairs of east java province number: kw. 134/hk.00.8/1465/2012, skua is a reinforcement programme for islamic religious education (pai) materials that 68 aims to provide solutions to the weaknesses of reading and writing the qur'an, ubudiyah and karakul karima students, especially students in madrasah (circular letter from the office of the ministry of religious affairs, 2012). the skua programme is seen from two elements, namely ubudiyah and akhlakul karimah. the word ubudiyah / worship according to language means obeying, submitting, and humbling yourself. ibadah in the meaning of obeying or obeying orders is revealed by allah in the qur'an: َن ۖ إِناهُۥ لَُكْم َعُدوٌّ بَنِٓى َءاَدَم أَن َّلا تَْعبُُدو۟ا ٱلَشاْيَطَٰ أَلَْم أَْعَهْد إِلَْيُكْم يََٰ بِين مُّ meaning: "have i not commanded you, o children of adam, that you should not worship the devil? indeed the devil is a real enemy to you". (q.s. yasin/36:60). while the understanding in terms is to glorify allah swt, glorify him seriously, and humble yourself to him (sidik tono, 2000). according to sidik tono, "ubudiyah is establishing sincere obedience with reverence, looking at what comes from you with a humble gaze, and witnessing something that results from the course of your life as a decree" (sidik tono, p. 04). it can be concluded that ubudiyah / worship is the interaction between humans and their creator, which includes all actions related to worship, servitude, praise, requests, prayers, rewards, sins, the hereafter, and so on (henk kusumawardana, 2020). meanwhile, akhlakul karimah comes from two words, namely akhlak and karimah. abdul qasim said, "good character is the most important journey of the servant. in other words, great morals are the absence of people who argue and are refuted because of their deep knowledge of allah swt" (al qasim abdul karim hawazin al-qusyiri an-naisaburi, 2007). so, karakul karima is a value system that becomes the principle of behaviour sourced from the qur'an, assunnah, and natural values (sunatullah) (zainudin ali, 2010). akhlakul karma in the skua review contains manners or manners in doing a matter related to hablun min allah and hablun minannas, such as manners in learning, manners in visiting the sick, manners in praying, manners in reading the qur'an, and so on. to ensure the implementation process and streamline the achievement of goals, the implementation of skua is an integral part of the madrasah curriculum (circular letter of the head of the regional office of the ministry of religious affairs of east java province, 2012). it can be concluded that the skua programme is a teaching programme on how to worship and behave correctly in 69 accordance with islamic law and is a requirement for students to be able to take semester exams at a madrasa. basis of the ubudiyah and akhlakul karimah (skua) proficiency standard programme the basis for the implementation of the standard of 'ubudiyah and akhlakul karῑmah (skua) skills is: law 20 year 2003, on the national education system. government regulation 19/2005 on national education standards. pp no. 22, 23, 24 of 2006 concerning content standards, skl standards and their implementation. minister of religious affairs no. 2 of 2008 concerning si for religious education and arabic language. circular letter of the director general of islamic education no. dj. 11.1/pp.00/ed/863a/2008. circular letter of the regional office of the ministry of religious affairs of east java province, kw.13.4/1/hk.008/1465/2012, concerning the standard of ubudiyah and akhlakul karimah (skua) (khozinatul r, 2018). urgency and purpose of the standard skills for ubudiyah and akhlakul karimah (skua) programme the ubudiyah and akhlakul karimah proficiency standards programme, when viewed from two sides, namely ubudiyah and karakul karima, the programme is very important for students. because these two things have a relationship with the religious character of students, where religious or moral character is very necessary to be disciplined and is needed by students in the face of changing times and moral degradation. in this case, students are expected to be able to behave well based on religious provisions and provisions. given the importance of the material of the ubudiyah and akhlakul karimah (skua) standard proficiency programme, that can be used for future life guidelines because it is related to the physical and spiritual students so that students become noble. in other words, it is hoped that students can grow both physically and spiritually as well as their morals, knowledge and responsibilities (khamdan asrofi, 2019). there are several things that are the background of this programme. first, to form or improve the religious character of students. second, as a forum for students to improve themselves and add to the religious 70 insight of students. third, to develop da'wah and study islam in depth. fourth, to train students to have a sense of responsibility and social community. fifth, of course, to realise the vision and mission of the madrasah. in the formation of religious characters, of course, it does not only end during the study period at the madrasa but will also be carried when they have plunged into society in their lives later. the purpose of the issuance of the circular letter of the head of the regional office of the ministry of religious affairs of east java province no.kw.134/1/hk.00.8/1465/2012 is a form of concern for the ministry of religious affairs of the east java region for students in madrasahs which are felt that there are still some students who are weak in islamic religious education both in theory and practice and student weaknesses in reading and writing the koran. so that this skua programme has the aim of providing reinforcement of islamic religious education material and providing solutions to weaknesses in reading and writing the koran, ubudiyah and akhlak karima (circular letter of the head of the regional office of the ministry of religion of east java province, 2012). with this programme, students are expected to be able to become human beings who can carry out their obligations and avoid all prohibitions, as well as being able to give rights to allah and his messenger, fellow humans, other creatures, and the surrounding nature as well as possible (ulul amri s, 2012). research methods research type and approach the approach used in this research is a qualitative approach. this type of research is qualitative case study research using descriptive analysis. as revealed by deny satriawan that a case study is research conducted in-depth on an institution, organisation, or certain symptoms (fitri and lutfiyah, 2017). in this study, the research subjects were all residents of madrasah tsanawiyah hidayatul ummah balongpanggang gresik related to the skua programme at the school. the case study in this research focuses on the method in the formation of students' religious character through the skua programme and the religious value formed through the skua programme at mts hidayatul ummah balongpanggang gresik. the methods of data collection in the study are observation, interview and documentation. in this study, the location and time that will be the object of the research conducted is at 71 madrasah tsanawiyah hidayatul ummah balongpanggang gresik learning year 20222023. the data analysis techniques in this research are data collection, data reduction, data presentation, and conclusion drawing. in this study, researchers tested the validity of the data by triangulation, namely source triangulation, technique triangulation, and time triangulation. findings and discussion formation of students' religious character through the ubudiyah proficiency standards and akhlakul karimah (skua) programme. the data presentation in the research "formation of students' religious character through the ubudiyah and akhlakul karimah standard proficiency programme (skua) at madrasah tsanawiyah hidayatul ummah balongpanggang gresik" focuses on the formation of students' religious character through the skua programme that has been implemented at the school. the aspects that the researcher will describe include 1) the background of the research object, which includes: a) school history, b) school profile, c) state of teachers, d) state of students, and e) state of infrastructure of hidayatul ummah mts. 2) description of research results which include: a) methods applied in shaping students' religious character through the skua programme and b) religious character values formed from the skua programme. researchers will submit an explanation of the research data obtained from the research location, namely at mts hidayatul ummah balongpanggang, both in the form of observation, interviews and documentation. of course, the data exposure will be discussed in accordance with the research focus and research objectives as follows: methods in building students' religious character through the skua programme at hidayatul ummah mts balongpanggang one of the efforts to shape students' religious character is the skua programme. mts hidayatul ummah balongpanggang is a madrasa that uses the 2013 curriculum under the ministry of religion. the standard of ubudiyah proficiency and akhlaqul karimah (skua) activity is an activity to measure students' proficiency in reading and writing the qur'an, morals, fiqh, dhikr, and prayer. activities issued by the head of the regional office of the ministry of religious affairs of east java province issued a letter number: kw.13.4/1/hk.00.8/1925/2012 which requires all madrasas to carry out the 72 activities of the ubudiyah proficiency standards and akhlaqul karimah (skua). the background to the implementation of the ubudiyah and akhlaqul karimah proficiency standards (skua) activities at mts hidayatul ummah balongpanggang, is that it already existed before the authority of the ministry of religion, as said by mrs alfin nur faizah, s.kom, as the head of the curriculum, as follows: "this skua programme has been around for a long time. since i went to school here, it has existed. as for who initiated this programme, i don't know. so we are now just running it and not because of the recommendation from the government. however, it is seen from the existence of the skua programme that it is important and useful." so this skua programme has been running for a very long time. not only because of the issuance of a circular letter from the head of the regional office of the ministry of religious affairs of east java province in 2012. but because of the importance of the skua programme, and has been running for a very long time. the following will describe what methods are applied in the formation of students' religious character at hidayatul ummah mts balongpanggang gresik. habituation method the habituation method is a habituation activity carried out at school continuously. one example of habituation that is applied is dzuhur prayer in congregation. in connection with this habituation method, mrs nur aini as the skua teacher conveyed the following: "in shaping students' religious character, one of them is by doing habituation. we apply habituation at school so that children are accustomed to being practised in everyday life. for example, in praying dxuhur in congregation. if they are told to pray, they still need to be encouraged first. this is a habit that needs to be further familiarised, yes because prayer is our obligation as muslims to do so. " mr athok maulana also added the following: "we use this habituation method to help children do the things they need to do and automatically they do these religious activities without being ordered. we also tell parents that they should tell their children to pray on time, because this aims to shape children's religious character and so that what is done at school is not in vain, we also need parental intervention in this 73 case to support children's religious character." one small example of habituation applied at mts hidayatul ummah balongpanggang is the habituation of reading juz-amma and asma'ul husna before learning begins. this habituation is carried out in the schoolyard at 6.30 to 7 o'clock. this is as conveyed by mrs nur aini as follows: "before learning, we do habituation every day in the school yard from 6.30 to 7 o'clock. the habituation is in the form of reading juz-amma then continued reading sholawat nariyah and asmaul husna. hopefully, with this reading, the child's heart will melt to become a good child. and hopefully the habit can be applied in everyday life." with the habituation of reading juz-amma and asma ul husna, students will automatically carry out this habit until later and can also be applied at home, namely by reading the koran after prayer, even if only a little. the customs applied at mts hidayatul ummah balongpanggang are as conveyed by one of the seventh-grade students as follows: "learning starts at 7 o'clock. before that we have what is called habituation, first we read juz-amma first then continue to read asmaul husna and pray. after that we greet and shake hands with the teachers. especially for fridays, the habituation is in the form of reading istighosah and tahlil but once every 2 weeks it alternates with sports." the above statement was also conveyed by mr athok maulana as follows: "habituation for every day is in the form of reading juzamma, sholawat and asmaul husna. as for friday, it is different, the habituation is in the form of reading istighosah and tahlil which is carried out once a fortnight in the musholla alternating with exercise and cleaning. this is done so that the children don't get bored." from the results of these interviews, it can be concluded that the habituation applied at mts hidayatul ummah balongpanggang is the recitation of juz amma, sholawat, and asmaul husna for every day carried out in the schoolyard. and for friday, the habit is in the form of reading istighosah and tahlil, which are carried out in the musholla, sports and clean friday. the habituation method carried out at mts hidayatul ummah balongpanggang aims to form and strengthen students' religious character. the application of this method must be carried out consistently, continuously and thoroughly so that the 74 objectives of the skua programme can be achieved. thus, students who have a strong religious character can be formed optimally. this method is applied so that students get used to getting used to what is done at school, from speaking politely, honestly, discipline, and worshiping allah sincerely and without being ordered to do it at school and in the community. exemplary method the exemplary method at mts hidayatul ummah balongpanggang is an effective way to prepare and shape students' religious character, as well as a way for teachers to directly model for students what needs to be improved. one of the exemplary methods applied at mts hidayatul ummah balongpanggang is discipline starting from the teacher to the students, both in attending school on time and dressing neatly. when this exemplary method is applied, students will come to school on time and wear neat uniforms. that way, students do not break the rules that have been set at school. this is as stated by mrs alfin as follows: "the exemplary method itself has been applied for a long time, and thank god it is getting better and better. because this method builds character, both religious character and others. at least we give examples to the children or become good role models, such as in terms of arriving on time and dressing neatly. the child usually sees the teacher, if the teacher can be a good example for students, god willing, students will also imitate the good behaviour of the teacher." the exemplary method above is also added through the explanation of mr athok maulana as follows: "a good example from a teacher will make children automatically follow every thing that is done and modelled by their teacher. as is the case with the schedule of accompanying children in congregational prayer, the teacher must accompany from making ablutions until the prayer is finished. the hope is that all the teachers will come to the prayer room to accompany the children, to be a good example in carrying out worship. not only in terms of prayer, in terms of eating and drinking using the right hand, saying greetings, reading basmalah before doing something, shaking hands after doing morning habituation before learning begins in the school yard is also needed so that children have good attitudes and ethics that can be applied in everyday life." as the above was also added by mrs nur aini as follows: 75 "the skua book teaches moral and fiqh material. so after we provide understanding to children, we must also be able to be a good example, especially in morals. there is material on ethics to teachers, to elders, to younger people, so the children can see oh this is how to be ethical to elders, oh this is how to be ethical to younger people. so we as teachers should be good role models for our children, because children imitate what the teacher does. if the teacher sets a good example, god willing, the children will follow it, but if the teacher sets a bad example, what else will the students do?" the purpose of applying this exemplary method is so that students can become good role models, both at school and outside of school; this is as stated by mrs alfin as follows: "we use this exemplary method to train students here to be good role models, both at school and outside of school. our hope as teachers is that when the children have graduated or left this school, they can practice these examples, whether at school or the boarding school they will go to, yes, anyway outside of that, they can practice the examples that have been given in this school, both the examples of the teachers and the students." researchers also interviewed one of the students of mts hidayatul ummah balongpanggang regarding the role models given in this school as follows: "yes, the teacher sets a good example. for example, when there are children who eat while standing, they are reminded and exemplified how the ethics of eating are. if someone speaks impolitely, they are reprimanded. yes, like that." from the results of the interview above, it can be concluded that the exemplary method at mts hidayatul ummah balongpanggang is also needed in shaping students' religious character. as a teacher, he should be a good example for his students and as a parent to be a good example for his children because a teacher at school doubles as a parent for his students. one of the school's goals in implementing this programme is to ensure that children can memorise and practice all prayer recitations, daily prayers and other important prayers. because if we only rely on class time, it cannot guarantee to cover everything. with this programme, the teachers hope that the children will be able to do everything in accordance with the vision of this school, namely "the realisation of a generation of muslims who are 76 berakhlaqul karimah, achievers, knowledgeable and pious by applying the teachings of ahlussunnah wal jama'ah." religious values formed through the skua programme at hidayatul ummah mts balongpanggang gresik. in shaping the religious character of students, the principal and all staff take part and try their best to achieve the desired goals, namely by carrying out several activities that support the growth of religious character from within students. the following are some of the religious characters found by researchers at mts hidayatul ummah balongpanggang through the skua programme: divine value (value related to god) the following are some of the divine values formed through the skua programme at hidayatul ummaah mts balongpanggang gresik: taqwa taqwa is a condition where a servant always carries out everything that is commanded by allah and always tries to avoid everything that is prohibited by allah. the value of taqwa is reflected in various behaviours, such as performing prayers, both fardhu and sunnah prayers. this devotion is one part of the religious character developed at mts hidayatul ummah balongpanggang. students are taught to always act and behave by prioritising taqwa to allah. by having taqwa, students are able to strengthen their morals and improve the quality of their worship. this devotion can be reflected in the behaviour of the students as they usually perform dhuha and zuhr prayers in the congregation at school. this is as stated by mrs nur aini as follows: "to form children's religious character, at least we teach devotion through congregational prayers. if dhuhur, we hold congregational prayers at school because before going home and it is done alternately per class as well as dhuha prayers because the place is not adequate. at the very least, we give the obligation to pray to be embedded in the school. congregational dzuhur prayers are performed during the second break. the first break is for going to the canteen for those who want to go to the canteen, the second break is for congregational prayers only and it is done alternately for each class." this was also added by mrs alfin as follows: "children at school are educated to have good morals, one of which is through congregational prayer activities. with these activities, we hope that children can increase their devotion to god. if from the skua programme, it is from the materials, 77 such as the procedures for ablution and prayer. first of all, they memorise it, then deposit it by practising it. yes, with this, it is hoped that it can increase the devotion of students so that they can get closer to god, love god more." mr athok maulana also added the following: "one of the visions of this school is the realisation of a devoted generation of muslims with ahlussunnah wal jamaah . so the school provides activities to achieve this vision. one of them is the habituation and greetings every morning before entering the class, dhuha prayer, and dzuhur prayer in congregation, istighosah on friday once every two weeks, and skua programme. as for in the classroom, we accustom children to pray before and after learning. and in the first hour we hold a recitation of the qur'an in the classroom according to their abilities, so the children used to read the qur'an before entering the new school, so we can know the child's ability. with these activities we hope that children can do it in their daily lives. and also we hope that the character of children can be even better ". from the results of the interview above, it can be concluded that one of the religious characteristics formed through the skua programme at hidayatul ummah mts balongpanggang is piety. the school provides religious activities so that students can have good morals. as the school's vision is "the realisation of a devoted generation of muslims with ahlussunnah wal jamaah". these activities start from before learning to after learning, namely starting with habituation and greetings every morning and ending with prayer after learning. ikhlas skua also instils the value of sincerity in worship in students. they are taught that worship is not just for the sake of reward or judgement from others but must be done out of love for allah and with the hope of getting his pleasure. one of them is in terms of habituation. this is as conveyed by mrs alfin as follows: "with the habituation in school, it can make children sincere to do it, why is that? because habituation is done every day, then god willing, children will sincerely do it because they are used to it and can be applied in everyday life." mr athok maulana also added the following: "in the morning before the lesson starts, before entering the class, there is something called habituation, so when the bell rings, the children immediately gather in the 78 school yard and read juz-amma, asmaul husna and sholawat. our hope is that the children can sincerely do everything without coercion." mrs nur aini also added the following: "in skua itself, we train children to be sincere in doing anything without expecting rewards. we always give motivation to children before learning. a simple example is in terms of prayer. we train children to be sincere in worshiping allah. once there was a child who had an accident, and the children sincerely donated their money to the child who had the accident." from the results of the interview above, it can be concluded that one of the religious characters formed through skua at mts, hidayatul ummah balongpanggang, is sincere, both in worshiping allah and in helping others. in addition, sincerity is also reflected in the enthusiasm of students who contribute to the implementation of qurban at mts hidayatul ummah balongpanggang every eid al-adha. as conveyed by one of the students as follows: "every eid al-adha we have contributions for the implementation of qurban at school." from the results of the interview above, it can be concluded that the sincerity taught at mts hiidayatul ummah invites students to have a sense of sincerity that can be applied and practised in everyday life. it aims to make them have a sense of surrender and trust in allah. gratitude behaviours that are indicators of the value of responsibility are praying to god, usually saying thank you to others and avoiding arrogant attitudes. this behaviour is not always visible in a person. but in certain activities, it will be known and can also be formed in the environment he lives in. one form of gratitude that is taught is by making a prostration of gratitude when winning a competition. this is as stated by mrs alfin as follows: "character building is gratitude. here, we often win competitions at the school, district and provincial levels. and for children who win during the competition, we teach them to prostrate in gratitude after the announcement of the results of the competition." mrs nur aini, as the skua teacher, added the following: "in the skua programme, children memorise verses from the qur'an, are required to pray in congregation, give alms on fridays, pray before and after learning, all of these are things that we can teach children about gratitude. a simple example 79 is praying after eating, which teaches children to be grateful for the blessings given by allah, in the form of food that they can still eat." mr athok maulana also added the following: "before and after the implementation of skua and other lessons, we accustom the children to pray. our goal is for the children to be grateful for what they have now, so that the knowledge they get is barakah." from the results of these interviews, it can be concluded that gratitude is one of the religious characteristics formed at mts hidayatul ummah balongpanggang. this gratitude is taught to students both in joy and sorrow in their daily lives. patience students are taught to always be patient in facing various kinds of tests and trials. by having a patient attitude, students can overcome problems well and not easily despair. an example of the cultivation of patience was conveyed by mr athok maulana as follows: in every lesson, there will definitely be times when children get bored. but when they are bored, they cannot leave the class as they please, they must obey the existing rules. yes, in these conditions it trains children to be patient. and it is proven that children do not leave the class." mrs nur aini as, the skua teacher, added as follows: "skua is not only a deposit, but there is also a test at the end. yes, when they are told to deposit, they never complain, because the deposit can be done at any time, not only during skua lessons, so the skua teachers have an agreement, if the children can deposit at any time when the teacher is free, yes, that means during breaks or when the teacher has no teaching hours." from the results of the interview above, it can be concluded that patience is one of the religious characters formed at mts hidayatul ummah balongpanggang. patience is instilled here both in the classroom and outside the classroom. and this patient attitude is very triggering to avoid fights. hopefully, by having a patient attitude, students can live in harmony with each other. honesty is a condition of a person who always says something in accordance with the existing reality, even if it is painful for him. in addition, an honest person will always carry out something with existing regulations even though they are not being supervised. honesty is part of the religious character that is also formed at mts 80 hidayatul ummah balongpanggang. one way to teach honesty is through prayer journals. this is as conveyed by mr athok maulana as follows: "to train the children's honesty, i give them a prayer journal. i do this so that they are trained to perform the 5-time prayer obligation. why can't they be honest? because in the journal there must be a parent's signature. yes, i husnudzon the children can be honest in filling out the journal. during exams, children also do not cheat on their friends." this was also conveyed by mrs nur aini as follows: "as the skua teacher, i also give the children a prayer journal, in which there is a 5-time prayer table, if they pray, they tick it, if they don't pray, they cross it, but thank god the children are honest, because i see that there are still holes, before they collect the book, they must ask for their parents' signatures first. yes, maybe that's what makes children honest. but yes, i also tell them. if the problem of prayer is related not only to me, but most importantly to allah. if you don't pray, your parents will also be punished in hell." from the results of the interview above, it can be concluded that honesty is one of the religious characters formed at mts hidayatul ummah balongpanggang. we apply honesty in everyday life students, both in deeds and words. this is done so that this school can create graduates who will be successful, smart and honest in any case. insaniyah values (values that relate to fellow human beings) amanah amanah is an attitude that is manifested in behaviour that is honest, trustworthy, and responsible for the tasks, trust given. a trustworthy attitude also involves integrity and honesty in carrying out tasks and carrying out responsibilities. this was conveyed by mrs alfin as follows: "at school, there must be something called a teacher giving assignments. the children did the assignment given earlier. they have tried to memorise it so they can deposit it. that is one example of the trustworthy attitude that we instil. and we also don't forget to motivate them to be trustworthy and responsible for their duties." mrs nur aini also said something similar as follows: "skua is a deposit system, if they deposit it, you can say they are trustworthy, it is their duty to deposit with their respective skua teachers. and alhamdulillah, the children all 81 deposit because it is a requirement to take the exam." this trustworthy attitude is very important in various fields of life. in everyday life, it is very important to build good and healthy relationships with others. someone who has a trustworthy attitude will always be valued and respected by others because of their integrity and honesty. it also supports trust and good cooperation between people and is essential in building sustainable relationships. from the results of the interview above, it can be concluded that trustworthiness is one of the religious characters formed through the skua programme at mts hidayatul ummah balongpanggang. tawadhu' tawadhu' is a person's ability to humble themselves and recognise their weaknesses despite their strengths. this attitude is related to simplicity in attitude and behaviour, not being arrogant, respecting others indiscriminately, and always being humble. someone who has a tawadhu attitude will not be arrogant, forgive easily and always keep his heart from being arrogant or haughty. this was conveyed by mr athok maulana as follows: "one of the things we do is to have a rule that girls are not allowed to wear excessive jewellery at school. so girls are not allowed to wear excessive jewellery when they go to school. there are group assignments, and the group assignments can make children become tawadhu', not picky about their friends, because it is from the results of the shuffle." mrs nur aini also added the following: "before depositing the skua material, the children usually listen to each other's memorisation in class." one of the students also confirmed this statement as follows: "yes. if we are in class during skua, we must simak-simakan. if that's not the case, we memorise on our own but we don't disturb others." from the results of the interview above, it can be concluded that the tawadhu's attitude is one of the religious characteristics formed through the skua programme at hidayatul ummah mts balongpanggang. people who have an attitude of tawadhu' will have a sense of empathy and cooperation. he will be more open in accepting other people's ideas and opinions. the attitude of tawadhu' can also reduce conflicts that occur in social interactions. 82 the above information, based on the results of research on religious characters formed in students through the skua (standard proficiency ubudiyah and akhlakul karimah) programme, includes divine values, including taqwa, sincerity, gratitude, patience, honesty and insanity values, including trustworthiness and tawadhu'. analysis of the data obtained related to the method of forming religious characters is by using understanding, habituation, and exemplary. character building is carried out with the aim of building individual abilities in social interaction, forming ethics and academic knowledge through character education in various lives in accordance with school culture and curriculum (sri wahyuni, p. 129). so character building does not only stop at the cognitive stage but must be comprehensive to touch the real practice and implemented in the attitudes shown in everyday life. in shaping the religious character of students, a method is needed. methods are systematic steps in implementing a comprehensive and long-term plan to achieve a goal (nanang fatah, p. 25). the methods used in this school to shape students' religious character through the skua programme are habituation methods and exemplary methods. habituation method the habituation method applied at school through the skua programme, which has a big impact on him, is the habituation of reading juzamma and shalawat before learning begins. with this habituation, students will automatically carry out this habituation so that later to improve student religiosity can run smoothly and maximise the results. so after students get lessons in reading the qur'an, they also need to get used to it so that the knowledge gained can be applied in everyday life. the habituation will be able to create a religious atmosphere in schools because religious activities and religious practices that are carried out programmatically and routinely (habituation) are expected to instil the values of islamic teachings and shape the character of students to be more religious. this description of the method of habituation is a way that is done to accustom students to think, behave, and act in accordance with the objectives of islamic teachings (a. nasih u, 84). exemplary method the exemplary method applied at school through the skua programme is an effective way to prepare and shape students' religious attitudes and is also a way for teachers to model directly to students. for 83 example, when the teacher dresses neatly, the students will also dress neatly. this is the material in the skua book. as a teacher, you should be able to be a good example for your students. the purpose of applying the exemplary method is so that students can become good role models, both at school and outside school. this example is very effective because students can see, observe, and hear directly the behaviour, attitudes and speech of the teacher. thus students can imitate and practice the positive things obtained from the teacher. from this description of the method in the formation of religious character, the opinion of furqon hidayatullah is consistent that the exemplary method is a supporter of the formation of good character and is very helpful in shaping student character (furqon hidayatullah, p. 39). the three processes should not be separated because one will strengthen the other. character building using only the habituation process without exemplification will be verbalistic and theoretical. meanwhile, the habituation process without habituation will only make humans act without being able to understand the meaning. based on the results of research conducted by researchers, the religious characters formed in students include the following: divine value here are some divine values that are formed in students through the skua programme: taqwa taqwa is related to faith. we need to know and realise that faith can increase and decrease. this will be evident from the behaviour it displays. faith becomes superior based on the basis of awareness and dhikr, and it will decrease if negligent. the value of piety is shown by the practice of worship that students do regularly. then faith becomes stronger and becomes clear after seeing everything that he has created. devotion here is instilled from before the start of learning until the end of learning. this devotion can be seen from the willingness of students to pray in congregation and pray before and after learning. from this description, there is a conformity of opinion with marzuki that taqwa is to submit and obey allah by trying to carry out his commands and stay away from his prohibitions (marzuki, p. 98). ikhlas a sense of sincerity must be instilled in children, whether in learning, behaving, and doing the slightest thing. if a sense of sincerity has grown, then sincerity will become a force that can change all treatment in life. this sincerity can be seen in the 84 sincerity of students in praying, helping friends who are in trouble, and making donations for qurban implementation at school. from this description, there is conformity with the opinion of abdul majid and dian andayani that ikhlas is doing selfless deeds, other than just hoping for the pleasure of allah by doing deeds sincerely without strings attached, helping anyone who is later helped, giving something without expecting anything in return and carrying out actions only hoping for the pleasure of allah (abdul majid and dian andayani, p. 94). gratitude a muslim's gratitude revolves around three things, and if these three things are not together, then it is not called gratitude. these three things are recognising blessings in the inner form, gratitude related to the heart, tongue and limbs. the gratitude that can be seen here is that students who win in the competition make prostrations of gratitude and pray before and after learning. from this description, there is conformity with the opinion that gratitude is an expression of gratitude by praising the giver for the good that has been done (zubaidi, p. 96). patience in islam, there are several forms of patience, namely patience in obeying allah, then patience in facing calamities, trials and in obtaining allah's favour (allah's provisions) and patience in avoiding sinful acts or prohibitions. this patient attitude can be seen from the attitude of students who do not complain about depositing and do not complain when they are bored of lessons. from this description, there is conformity with zubaedi's opinion that patience is refraining from everything that is disliked because it expects the pleasure of allah (zubaidi, p. 96). honest honest means the harmony between the news and the reality. so, if the news is in accordance with the existing situation, it is said to be honest, but if not, it is said to be a lie. honesty is in speech, as well as in deeds, of course, in accordance with what is in their hearts. an honest attitude here can be seen from filling out a prayer journal and not cheating when taking an exam. from this description, there is conformity with marzuki's opinion that honesty is to say and do what is and say the truth (zubaidi, p. 96). insaniyah value here are some insaniyah values that are formed in students through the skua programme: 85 amanah a person is considered trustworthy if he can be trusted and can deliver messages or entrustments to other people who are entitled. this trustworthy attitude can be seen in students who do the assignments given by the teacher, both in the form of written and oral assignments, take care of borrowed items and then return them. from this description, there is conformity with ismail sukardi's opinion that an attitude of trustworthiness is an attitude of carrying out his responsibilities and being trustworthy or the attitude or behaviour of someone who can carry out and keep every promise and responsibility (ismail sukardi, p. 14). tawadhu' a person's tawadu attitude can be seen from his daily behaviour. the form tawadhu attitude of students here can be seen in shaking hands with the teacher after morning habituation; students do not choose friends to group and listen to each other when memorising. from this description, there is conformity with the opinion of wjs poerwadarmita that tawadhu' is humble, not arrogant, not haughty, or humbling oneself so as not to appear arrogant, haughty, arrogant, bigheaded or other words that are equivalent to tawadhu (wjs poerwadarminta, p. 26). from the explanation above, it can be concluded that the character formed in students at hidayatul ummah mts balongpanggang consists of divine values (taqwa, ikhlas, patience, honesty, and gratitude) and human values (trustworthiness and tawadhu'). summary based on the results of research on the formation of students' religious character through the skua (standard proficiency of ubudiyah and akhlakul karimah) programme at hidayatul ummah mts balongpanggang gresik, the following conclusions can be drawn: methods in the formation of students' religious character through the skua programme (standard of ubudiyah proficiency and akhlakul karimah) at hidayatul ummah mts balongpanggang gresik. the methods used in the formation of students' religious character through the skua programme at hidayatul ummah mts balongpanggang gresik are 2, namely the first habituation method carried out by the habituation of reading juzamma, asmaul husna and shalawat every morning starting at 06.30 until 7.00, shaking hands with the teacher after habituation, habituation of dhuha and dhuhur prayers in congregation, habituation of istighosah and tahlil every 2 86 weeks. third, the exemplary method is carried out by teachers dressing neatly and arriving on time; teachers providing examples of adab to parents and to younger people, and teachers providing examples of proper eating manners. religious character values formed through the skua (standard proficiency of ubudiyah and akhlakul karimah) programme at hidayatul ummah mts balongpanggang gresik. after the efforts and methods in the formation of a religious character, it will produce religious characters that exist in students; there are 2 values that are formed, 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